Journal of Didactic Studies
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.
Articles
22 Documents
<![CDATA[The Effect of Sensory Learning Media on the Learning Motivation of Second Grade Elementary School Students ]]>
<![CDATA[ Journal of Didactic Studies Vol 2, No 1 (2024): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v2i1.97631
<![CDATA[This study aims to explore in depth the impact of sensory learning media on student learning motivation in second grade elementary school. The background of this study stems from the urgent need for innovation in the learning process, especially at the elementary school level, to increase student active participation and interest in learning. The author recognizes that motivation in learning is a key foundation that greatly influences students' overall academic achievement and success. For this study, the author applied a quantitative approach, in which we tested the core hypothesis that the use of interactive and multisensory learning media can engage students' various senses. This study shows that the use of learning media that involves the five senses can increase the learning motivation of second-grade elementary school students. This media makes the learning process more interesting, interactive, and enjoyable so that students are more enthusiastic about participating in learning activities. In addition, the involvement of the five senses helps students understand the material better through direct learning experiences. Therefore, sensory-based learning media can be an effective method to increase student motivation and understanding at the elementary school level. This study is expected to contribute to the development of more effective and innovative learning strategies and serve as a reference for educators in implementing sensory learning media in elementary schools.]]>
<![CDATA[Metacognitive Scaffolding in Solving Numerical Literacy Problems in Secondary School ]]>
<![CDATA[ Journal of Didactic Studies Vol 1, No 2 (2023): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v1i2.66171
<![CDATA[This research is an exploratory research with a qualitative approach that aims to describe the actual abilities, obstacles experienced by students, and the types of metacognitive scaffolding that need to be given to students in terms of improving numerical literacy problem-solving abilities. The validity of the data was obtained through in-depth interviews. The results of the study were obtained namely (1) Actual knowledge of subjects with moderate literacy (SS) ability improvement showed that they had understood the problem, but did not realize the need to include thick walls in calculating the volume of the pool. Meanwhile, subjects with increased low literacy (SR) skills did not understand the numerical literacy problems given and doubted the results of solving them. SR only writes down part of what is known and does not write down the thickness of the wall which is the part of the pool that must be known. This shows that there is a tendency for students to still be less accustomed to doing literacy, so that the information on the numerical literacy problem provided, cannot be understood properly. (2) The obstacles experienced by the SS were only because they did not realize the need to insert thick walls, so they experienced obstacles in each Step of Polya. While SR besides not understanding the problem of numerical literacy given, also not aware of what he writes. (3) The type of metacognitive scaffolding that needs to be given to SS and SR, shows that SR only needs a little help given, namely the type of monitoring and evaluating and the form of assistance is also categorised subtly, namely only in the form of asking. As for the metacognitive SR scaffolding that needs to be given, which is mostly in the form of directing and several times given the type of monitoring and the form of assistance is also categorized as rough, which is mostly in the form of directing and several times in the form of orders.]]>
<![CDATA[Prospective Analysis on the Topic of Similarity: Designing a Hypothetical Learning Trajectory to Overcome Learning Obstacles ]]>
<![CDATA[ Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v1i1.59051
<![CDATA[This research is part of Didactical Design Research (DDR) aimed at developing a Hypothetical Learning Trajectory (HLT) in the concept of similarity learning. This study focuses on the prospective analysis stage within DDR. The HLT developed in this research is the result of identifying potential learning obstacles that may arise during the process of similarity learning. Data was collected through five steps in the prospective analysis: 1) cognitive development of seventh-grade students in middle school; 2) research on the topic of similarity and related research findings; 3) curriculum analysis of mathematics textbooks using praxeological theory; 4) reflection and evaluation of learning obstacles; 5) anticipation of student responses and pedagogical strategies. Data collection techniques used were literature study and Praxeology analysis within the Anthropological Theory of Didactics (ATD). The obtained data was then analyzed thematically to identify and understand learning obstacles in the topic of similarity, as well as to design an HLT to address these obstacles. This research revealed difficulties experienced by students in understanding the concept of similarity, such as a lack of initial understanding of scale and magnification concepts, difficulties in comprehending the relationship between ratios and scale factors previously learned, and a lack of relevant task design sequence related to the application of similarity in everyday life. The conclusion of this research is that designing an effective online HLT to overcome learning obstacles in the topic of similarity requires a student-centered approach, the use of active learning strategies, and interactive student engagement. Additionally, it is important to encourage students to think critically and connect concepts to everyday life.]]>
<![CDATA[Consequences of Teachers’ Quality on Students’ Outcomes in Technical and Vocational Colleges in Lagos Nigeria ]]>
<![CDATA[ Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v2i2.81215
<![CDATA[This study aimed to investigate the influence of teachers’ quality on students’ outcomes in technical and vocational colleges. Two research questions and two hypotheses were tested at 0.05 level of significance. The Ex-post facto research design was used for the study, the population of the study was 223 students. The sample of the study was 85 undergraduate students. The collected data was analysed using the mean for the research questions and ANOVA to test the hypotheses. The result revealed that the teachers’ quality related to sex and certification does not have any significant influence on students’ outcomes in technical and vocational colleges. The recommendation was made that the government should recruit competent teachers for technical and vocational college teaching, there should be no consideration in the recruitment of technical and vocational teachers because the students’ outcomes are not related to teachers' sex and certification.]]>
<![CDATA[Increasing Learning Motivation of First Grade Elementary School Students Through Science Exhibition Activities in Theme-Based Learning ]]>
<![CDATA[ Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v2i2.97634
<![CDATA[This study aims to evaluate the influence of science exhibitions on the learning enthusiasm of first-grade elementary school students. The exhibition was carried out through exploration and simple science experiments designed interactively and contextually. The methodology used was quantitative with a pre-experimental one-shot case study approach. The main measuring instrument, in the form of a questionnaire, was distributed to 73 students after the exhibition was completed. The findings showed that all indicators of student learning motivation were in the very good category, with the highest percentage reaching 94.52%. In addition, the validity test conducted using the Pearson Product Moment correlation method produced a value of 0.996, indicating a very strong relationship between science exhibition activities and increased student learning motivation. These results strengthen the idea that fun and contextual learning through science exhibitions can be an effective alternative to increase enthusiasm for learning, curiosity, and understanding of science concepts in children from an early age. Theoretically, this study contributes to the development of experiential and contextual learning approaches in science education. Practically, the findings provide guidance for educators and schools in designing interactive science learning activities that can enhance students’ motivation and engagement in elementary education.]]>
<![CDATA[Students' Reflective Thinking Skills in Mathematics Learning: Systematic Literature Review ]]>
<![CDATA[ Journal of Didactic Studies Vol 2, No 1 (2024): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v2i1.71718
<![CDATA[Students' reflective thinking skills are very important in achieving educa- tional goals. Reflective thinking skills have a big role in the process of solving the problems. The involvement of reflective thinking processes in mathematics learning will influence the achievement of learning outcomes. This research aims to describe the results of research on students' reflective thinking skills in mathematics learning. The method used in this research, namely systematic literature review (SLR) which is guided by the Preferred Reporting Items for Systematic Review and MetaAnalysis (PRISMA). This research has collected information and study results from researchers from all over the world to provide a general overview of research on students' reflective thinking in mathematics learning. The key question in this research is how these articles are distributed based on year of publication, level of education, method, conceptual framework of reflective thinking, levels and indicators of reflective thinking. The results of the research show that studies related to reflective thinking skills in 2017 to 2023 are a period of growth in the publication of articles in reputable international journals, especially in scopus, research on reflective thinking is mostly carried out at the secondary school level, most studies on reflective thinking apply qualitative methods, it is obtained several levels and indicators in students' reflective thinking and some do not report them. The implications of this research will be reference material that describes students' reflective thinking to improve mathematics learning outcomes.]]>
<![CDATA[Analysis of Seventh-Grade Students' Understanding of Fraction Material Based on SOLO Taxonomy ]]>
<![CDATA[ Journal of Didactic Studies Vol 1, No 2 (2023): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v1i2.65989
<![CDATA[This study aims to describe the understanding and factors influencing students' understanding of fraction material based on the SOLO taxonomy. This qualitative descriptive research involves five purposively selected subjects based on the conformity of students' responses at each level within the SOLO taxonomy. Data collection techniques include tests and interviews. Data analysis comprises data condensation, data presentation, and conclusion. The research findings indicate that: (1) Students' understanding of fraction concepts is at the prestructural, unistructural, and extended abstract levels; students' understanding of ordering fractional numbers is at the prestructural, unistructural, multi structural, and extended abstract levels; students' understanding of solving fractional number calculations is at the prestructural, unistructural, multi structural, and relational levels; and students' understanding of solving contextual problems related to fractions is at the prestructural, unistructural, and multi structural levels. (2) Factors influencing students' understanding include students' limitations in following school lessons, low interest and learning motivation; students' confusion in understanding the taught material concepts, lack of precision in students' calculation operations; less varied exercise questions provided by teachers; and students can understand the taught material concepts but are unable to generalize their knowledge.]]>
<![CDATA[The Phenomenon of Stunting on the Academic Results of Elementary School Students ]]>
<![CDATA[ Journal of Didactic Studies Vol 3, No 1 (2025): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v3i1.97633
<![CDATA[Every human being born on this earth will experience a process in their life. This process includes development and growth starting from birth to death. Therefore, it is important to have adequate nutritional intake to support children's growth, so that stunting does not occur. The aim of our article is to find out how influential stunting and several other factors are on cognitive development in children. The method used in this writing is a literature review using a comprehensive strategy via the internet, such as searching for articles or national journals. In the final stage, a total of thirteen journals were collected, including ten bibliography journals and three of them were literature journals, which in the end of the thirteen journals were summarized into one journal which studied "the phenomenon of stunting on the academic results of elementary school students". The results from the thirteen journal sources that we read stunting influences the academic results of elementary school students. However, stunting is not the only factor that influences the academic results of elementary school students. Because there are still other factors that influence it.]]>
<![CDATA[From Scholarly Knowledge to Knowledge to be Taught: The Case of Vector Introduction ]]>
<![CDATA[ Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v1i1.59019
<![CDATA[The incorporation of the contextualization and tangible instances in the diffusion of vector concepts in a textbook can lead to students forming a concept image that differs from the scientific understanding due to their perceptions and actions towards the learning environment. This study aims to expose potential learning obstacles in vector introduction caused by external didactic transposition through the study of textbook analysis. Meta-discourse served as the methodological analysis. Two textbooks were analyzed based on concept declaration, the changing environment, and didactic phenomena. Based on the concept declaration, the presence of an epistemological obstacle is a potential learning barrier. Additionally, changes in the learning environment can contribute to ontogenic obstacles. In conclusion, the analysis of the three textbooks reveals that potential learning obstacles encompass both ontogenic and epistemological aspects.]]>
<![CDATA[Developing Early Childhood Arithmetic Cognitive Skills in Group B RA Al Istiqomah Through the Traditional Game of Congklak ]]>
<![CDATA[ Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Cibiru ]]>
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DOI: 10.17509/jds.v2i2.97195
<![CDATA[This study aims to analyze the effect of the traditional game of congklak on the cognitive abilities of early childhood numeracy. The background of the study is that many children aged 5–6 years have difficulty recognizing numbers and understanding basic arithmetic concepts. The research method uses a quantitative approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of an experimental group using congklak in learning and a control group using conventional methods. The research instruments were cognitive tests, observations, and interviews. The results showed a significant increase in the experimental group, with an average score increasing from 66 to 81.33, while the control group only increased from 77.89 to 81.05. The results of the ANCOVA test showed a significant difference (Sig. 0.001) with a Partial Eta Squared value of 0.124. These findings prove that congklak is effective as a fun, interactive learning medium, and is able to improve children's concentration and strategies. In conclusion, the traditional game of congklak can be used as an alternative for numeracy learning in early childhood education while preserving local culture]]>
