Jurnal Didaktika Dwija Indria
Jurnal ini membahas tentang hal-hal yang terkait dengan bidang Ke SD an. Beberapa hal yang menjadi bahan kajian dalam jurnal ini yakni metode pembelajaran, model pembelajaran, Teknologi pembelajaran, media pembelajaran, majanemen sekolah, bahan ajar sekolah dasar.
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<![CDATA[Analisis sikap disiplin belajar peserta didik selama pembelajaran daring ppkn materi hak dan kewajiban ]]>
<![CDATA[Wanda Priasthi]]>;
<![CDATA[Hasan Mahfud]]>;
<![CDATA[Matsuri Matsuri]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.63468
<![CDATA[The purpose of this research is to describe the learning discipline of fourth grade students of SDIT Salsabila 6 Magetan during online learning of Civics on rights and obligations. The research approach used in this research is a descriptive qualitative research design with a case study approach. Data collection techniques is interviews, and documentation. The data analysis technique of this research is based on the interactive analysis techniques of Miles and Huberman. Data validity by Triangulation of sources and use of reference materials. The results of the study indicate that Civics learning on rights and obligations is carried out online through Whatsapp media. Students have shown obedience to learning activities at school as a form of learning obligation for students. Students have not shown their activeness during learning. This is caused by learning materials that are easy to understand, factors that decrease enthusiasm for learning, signal problems, cellphones brought by parents, and online learning that is not yet oriented to students. These factors also affect the inaccuracy of students in completing assignments. During online learning, the rights of students are fulfilled. Students get material rights and obligations, get feedback, and rewards even though it has not been fully implemented.Kata kunci: Learning Discipline, Online Learning, PPKn, Elementary School]]>
<![CDATA[Analisis Kesalahan Peserta Didik Dalam Menyelesaikan Soal Cerita Matematika Tentang Operasi Hitung Pecahan Kelas V Sekolah Dasar ]]>
<![CDATA[Sulistya Galuh]]>;
<![CDATA[Sandra Bayu Kurniawan]]>;
<![CDATA[Tri Budiharto]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.70964
<![CDATA[Abstract. This study aimed to (1) described the type of student error in solving fractional arithmetic operation story problem, (2) described the factor that cause student to made mistake in solving fractional counting operation story problem and, (3) described solution to correct student error in solving fractional calculation operation story problem. This research was a descriptive qualitative researched. The subject in this study was class V student and class V teacher at SD Negeri Setono. Data collection techniques used test question result, interview result, and observation. The data validity test technique used source triangulation technique. The data analysis technique used Miles and Huberman which includes 4 stages, namely: (1) data collection, (2) data reduction, (3) data presentation, (4) drawing conclusion. The results showed that the analysis of students' errors in solving story problem about calculating operations on error indicators interpreted mathematical symbols 8.90%, error in formulating a problem solving model 44.07%, transformation errors 9.26%, mathematical skill errors 14.81%, and final answer writing skills 22.96%. Based on the results of the study, it can be concluded that the analysis of student errors in solving story questions about fractional calculation operations on error indicators formulating a problem solving model was the most common indicator.]]>
<![CDATA[Implementasi pendidikan karakter religius dan peduli lingkungan pada peserta didik di sekolah dasar ]]>
<![CDATA[Susanti Susanti]]>;
<![CDATA[Chumdari Chumdari]]>;
<![CDATA[Suharno Suharno]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.70103
<![CDATA[This research is entitled the implementation of religious character education and environmental care in sixth grade students of Integrated Elementary School Ma’arif Gunungpring Magelang for the 2022/2023 academic year. The aims of this study are to describe the forms and results, supporting and inhibiting factors, and solutions to overcome obstacles in the implementation of religious character education and environmental care in the sixth grade of Integrated Elementary School Ma'arif Gunungpring. This research uses a qualitative descriptive approach. Data collection techniques use observation, interviews, documentation, and questionnaires. The results of this study show that the value of religious character and environmental care was developed through routine activities, spontaneity, conditioning, exemplary, integration in Lesson Plan and learning, as well as through school culture. The conclusion of this research is the spiritual attitude and environmental care of sixth grade students in the category of already entrenched.]]>
<![CDATA[Peningkatan Kemampuan Menghitung Perkalian Melalui Metode Jarimatika Pada Siswa Kelas III Sekolah Dasar ]]>
<![CDATA[Oktavia Elisa Ana]]>;
<![CDATA[Sandra Bayu Kurniawan]]>;
<![CDATA[Tri Budiharto]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.66726
<![CDATA[Tujuan dari penelitian ini adalah adalah untuk meningkatkan kemampuan menghitung perkalian siswa Kelas III SD Negeri Panularan No.06 Surakarta. Penelitian ini berupa penelitian tindakan kelas dengan menggunakan model dari Kemmis and Mc Taggart yang memiliki empat tahapan pada setiap siklusnya, seperti perencanaan, pelaksanaan, observasi dan refleksi. Model penelitian Kemmis and Mc Tanggart merupakan bagian dari konsep dasar yang diterbitkan oleh Krt Lewin atau biasa dikenal dengan model penelitian spiral. Subjek dalam penelitian ini adalah siswa kelas III SD Panularan. Teknik pengmpulan data dalam penelitian ini dengan cara wawancara, observasi, dokumentasi dan test. Teknik uji validasi dilakukan oleh ahli materi seperti guru kelas dan dosen validator. Data penelitian menunjukan bahwa penggunaan metode jarimatika dalam pembelajaran dinyatakan sangat layak dalam meningkatkan kemampuan menghitung perkalian siswa. Tingkat kelayakan metode jarimatika berdasarkan data penelitian yang diperoleh, yaitu :1. pratindakan nilai rata-rata 62.62. Siklus I nilai rata-rata 66,913. Siklus 2 nilai rata-rata 82,28 ]]>
<![CDATA[Analisis peran guru dalam penanaman sikap sosial siswa pada proses pembelajaran ips tatap muka terbatas kelas v sekolah dasar ]]>
<![CDATA[Nida Azizah]]>;
<![CDATA[Siti Istiyati]]>;
<![CDATA[Siti Kamsiyati]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.71653
<![CDATA[Abstract. This study aims to describe the role of teachers in instilling social attitudes of grade V students through the social studies learning process Face-to-face is limited. This research is a descriptive qualitative research. Subject This study included five student respondents and one grade V B elementary school teacher Mangkubumen Kidul No. 16 Surakarta. Data collection is carried out by observation, interview, and questionnaire techniques. Test the validity of data in This study used triangulation techniques and time. Data analysis using interactive analysis models by Miles and Huberman. The results of this study show that teachers instill social attitudes in social studies learning through the application of learning strategies in the form of routine activities, modeling activities, and spontaneous activities. Each component of RPP are linked to instilling social attitudes at the beginning, core, and end of learning. Based on data analysis related to the form of instilling social attitudes, the average grade V B student has shown a form of honest social attitude, courtesy, discipline, tolerance, and please help. It can be concluded that the teacher plays an important role in instilling students' social attitudes in the process Face-to-face social studies learning is limited to class V B.Kata kunci: Instillation of social attitudes, Social Sciences, limited face-to-face learning, primary school, elementary school ]]>
<![CDATA[Implementasi Pembelajaran Daring Muatan Pendidikan Pancasila dan Kewarganegaraan di Sekolah Dasar ]]>
<![CDATA[Indriyani Putri Hapsari]]>;
<![CDATA[Hasan Mahfud]]>;
<![CDATA[Roy Ardiansyah]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.73512
<![CDATA[Penelitian ini bertujuan untuk mengetahui implementasi dan faktor-faktor yang mempengaruhi pelaksanaan pembelajaran daring pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan pada masa pandemi Covid-19 di kelas IV sebuah Sekolah Dasar di Surakarta. Penelitian ini merupakan penelitian kualitatif dengan teknik analisis deskriptif. teknik pengumpulan data menggunakan observasi dan wawancara. Analisis data menggunakan analisis data interaktif oleh Milles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran online di kelas IV terdiri dari tiga tahapan yaitu perencanaan, pelaksanaan dan evaluasi. perencanaan yaitu dengan menyiapkan RPP dan media pembelajaran. tahap implementasi dengan memanfaatkan beberapa macam aplikasi. Tahap evaluasi adalah mengevaluasi proses pembelajaran dan hasil kerja siswa. Kendala pelaksanaan pembelajaran keberanian adalah kurangnya motivasi siswa, keterbatasan sarana dan prasarana, dan keterbatasan kemampuan menggunakan platform pembelajaran. Faktor pendukung belajar berani adalah: sekolah memfasilitasi wifi dan sekolah memfasilitasi kuota internet. Berdasarkan hasil tersebut, dapat diartikan bahwa kelas IV salah satu sekolah dasar di Surakarta telah melaksanakan pembelajaran dengan berani namun masih menemui berbagai kendala.]]>
<![CDATA[Analisis peran guru dalam pembelajaran menulis aksara jawa di sekolah dasar ]]>
<![CDATA[Esti Kaeksi]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Sandra Bayu Kurniawan]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.73445
<![CDATA[The purpose of this study was to describe the teacher's role in learning to write Javanese script at Elementary School. This is qualitative descriptive research using a case study approach. The results of this study show several roles have been carried out by the teacher, even though her roles as organizer and mediator/facilitator still do not fulfill each indicator, but the teacher's role as a demonstrator and evaluator in this study seems to be the most appropriate among the other teacher roles when viewed from the respective indicators for each role. As a demonstrator, the teacher has given examples of writing Javanese script on the whiteboard, both in terms of the shape and position/location of each letter and how to write it. Even though the teacher still doesn't master Javanese script material, the method used is in the form of lectures, and the teacher doesn't know the principles of learning the Javanese script. From the 3 indicators, the teacher fulfills 1 by being used as a demonstrator. As an organizer, all indicators have not been fulfilled by the teacher. The classroom atmosphere for learning is not conducive, the teacher cannot focus the attention of students; the teacher sometimes leaves the class due to various other activities so that students have the opportunity to be noisy and play in class when learning activities are still ongoing; and learning is still centered on the teacher. As a mediator and facilitator, the four indicators have not been fulfilled. Teachers have not created interactive learning and don’t facilitate students' learning through both learning resources and learning media. Then, as an evaluator, the teacher has provided an assessment after the learning activities are over through the students' cognitive learning outcomes. Even though the assessment process during the learning activities has not been carried out, one indicator has been fulfilled.]]>
<![CDATA[Analisis penyebab kesalahan penggunaan kalimat efektif dalam teks narasi peserta didik kelas v sekolah dasar ]]>
<![CDATA[Yunita Pratiwiningrum]]>;
<![CDATA[Rukayah Rukayah]]>;
<![CDATA[Roy Ardiansyah]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.72918
<![CDATA[This study aims to describe the causes of errors in the use of effective sentences in narrative texts of fifth grade students at SD Negeri Kadokan 01 Sukoharjo. This research is a descriptive qualitative research with case study approach. The research data is qualitative data. The data sources for this research were informants (5 students of class V SD Negeri Kadokan 01 Sukoharjo) and documents (narrative texts of students of class V SD Negeri Kadokan 01 Sukoharjo). The subject selection technique was carried out by using purposive sampling technique. Data collection techniques were carried out through document analysis, in-depth interviews, and questionnaires. Data validity testing techniques were carried out by technical triangulation and member checks. Data analysis techniques were performed using interactive data analysis techniques by Miles, Huberman, and Saldana. The results of this study are as follows. The causes of errors in the use of effective sentences of students consist of factors that cause the ineffectiveness of sentences and factors that cause errors in the use of effective sentences. The causes of errors in the use of effective sentences found in narrative texts of fifth grade students at SD Negeri Kadokan 01 Sukoharjo different from one student to another.Kata kunci: causes of mistakes, effective sentences, narrative text]]>
<![CDATA[Analisis sikap nasionalisme peserta didik kelas IV sekolah dasar dalam pembelajaran pendidikan pancasila pasca daring ]]>
<![CDATA[Yusuf Aly Pratama]]>;
<![CDATA[Hasan Mahfud]]>;
<![CDATA[Matsuri Matsuri]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.72902
<![CDATA[Penelitian ini memiliki tujuan yang ingin dicapai yaitu guna mengetahui sikap nasionalisme peserta didik dalam pembelajaran Pendidikan Pancasila di masa pembelajaran pasca daring. Berdasarkan Peraturan Presiden No. 87 Tahun 2017 tentang PPK (Penguatan Pendidikan Karakter) terdapat lima nilai karakter utama yaitu, nilai religius, nilai nasionalis, nilai integritas, nilai kemandirian, dan nilai gotong royong. Pembelajaran Pendidikan Pancasila merupakan salah satu sarana utama dalam pendidikan untuk menanamkan sikap nasionalisme pada peserta didik. Hal tersebut didukung dengan Peraturan Menteri Pendidikan No. 23 Tahun 2006 yang menyebutkan bahwa pendidikan kewarganegaraan merupakan mata pelajaran yang berfokus guna membentuk warga negara agar lebih memahami dan dapat melaksanakan segala hak dan kewajiban sebagai seorang warga negara. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif kualitatif. Subjek dalam penelitian ini adalah guru kelas IV dan 28 peserta didik kelas IV SD Negeri Serengan 2 Surakarta. Dalam pengumpulan data digunakan teknik wawancara, observasi, dan dokumentasi. Pengujian validitas penelitian ini menggunakan triangulasi teknik dan triangulasi sumber. Sementara teknik analisis data yang didapatkan menggunakan model Miles dan Huberman. Berdasarkan hasil dari penelitian yang didapatkan, sikap nasionalisme peserta didik kelas IV ditinjau dari indikator rela berkorban, disiplin, jujur dan berani, cinta tanah air, serta persatuan dan kesatuan dapat dibilang tinggi karena peserta didik kelas IV di SD Negeri Serengan 2 menunjukkan perilaku dominan yang mencerminkan kelima indikator yang telah dirumuskan.]]>
<![CDATA[Analisis penggunaan media pembelajaran ditinjau dari perspektif self directed learning (SDL) di kelas IV sekolah dasar ]]>
<![CDATA[Isna Imroatul Latifah]]>;
<![CDATA[Karsono Karsono]]>;
<![CDATA[Siti Wahyuningsih]]>
<![CDATA[ Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v10i6.72414
<![CDATA[The pandemic of Covid-19 has led to school closures and Distance Learning. SD Negeri Kadiluwih Magelang is one of the Distance Learning implementers. With the introduction of PJJ, students are required to learn independently during the learning process, learning media are not used, students become less involved, and students continue to depend on parents and teachers. This study aims to examine the use of instructional media in grade IV SD Negeri Kadiluwih from the self-directed learning (SDL) perspective. This research is descriptive qualitative research. The results of the research are: (1) the learning process at SD Negeri Kadiluwih has attempted to apply student-centered learning by providing opportunities for students to develop themselves; (2) the application of learning media is adjusted based on the needs of students and the material to be delivered by; and (3) the self-directed learning that has been carried out has not fully delivered good results, because there are indicators that have not been fulfilled, i.e., a) students have not dared to create autonomous decisions; b) students do not dare to express their opinions and ideas independently; c) students are not fully planning and preparing their learning media; d) students still have difficulty completing the challenges delivered by the teacher; e) students are comfortable with traditional and systematic learning, and f) students cannot determine the learning media that will be used.]]>
