Didactica : Jurnal Kajian Pendidikan dan Pembelajaran

Application of Interactive Digital Book-Assisted Discovery Learning to Improve Mathematics Learning Outcomes of Grade IV Elementary School Students

2025-07-01T13:29:21+00:00

This study aims to improve students' mathematics learning outcomes through the application of the Discovery Learning model assisted by interactive digital books on the topic of flat shapes. The research was motivated by the low achievement of learning completeness among grade IV students at Bakalan Krajan 1 Public Elementary School, Malang, primarily due to conventional teaching methods that lacked student engagement. The study involved 28 fourth-grade students and employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral design, conducted over two cycles. Each cycle included the stages of planning, action implementation, observation, and reflection. Data were collected through learning outcome tests administered at each meeting, and analyzed quantitatively using descriptive statistics to determine the percentage of learning completeness. The results indicated a steady improvement in learning outcomes, with completeness increasing from 53.5% in the first meeting of Cycle I to 60.7% in the second meeting. In Cycle II, the percentage rose significantly to 78.5% in the first meeting and reached 85.7% by the second. These findings demonstrate that the Discovery Learning model, supported by interactive digital books, effectively enhances students’ mathematics learning outcomes by promoting active participation in the learning process. However, the study's limitations include a relatively short implementation period and a small sample limited to one class.

Enhancing Speaking Skills through Dialogue Card Media in Drama-Based Language Learning

2025-07-08T07:46:26+00:00

This study investigates the effectiveness of dialogue card media in enhancing students’ speaking skills through drama-based language learning among eleventh-grade students at PGRI 2 Pasuruan Vocational High School. Preliminary observations revealed limited opportunities for role-play and dialogue presentation, resulting in low levels of speaking competence. The lack of engaging media further hindered student interaction and motivation. To address this issue, the study was grounded in a constructivist pedagogical approach that emphasizes active participation and scaffolding as essential to language skill development. A descriptive qualitative design was employed, with data collected through classroom observations, student questionnaires, and documentation. Data analysis involved reduction, display, and conclusion drawing. The results demonstrated that the use of dialogue card media significantly improved students’ speaking performance. Learners showed active engagement during all stages of learning listening, discussing, and enacting dialogues and the majority achieved speaking scores between 80 and 90. These findings suggest that dialogue card media can serve as an effective and interactive instructional tool, particularly in vocational education settings, by promoting communication skills through dynamic, drama-based learning experiences. The study offers practical implications for language teachers seeking innovative strategies to foster communicative competence. Future research may expand on these findings by applying dialogue card media in diverse educational contexts and subject areas.