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

Dyah Triwahyuningtyas, Siti Nuryatus Sofiya , Yuyun Setyaningsih — Thu, 17 Jul 2025 00:00:00 +0000

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

Salsabina Salsabina, Suwadi Suwadi, Ilmiyatur Rosidah — Wed, 23 Jul 2025 00:00:00 +0000

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.

Politeness in Digital Conversations: A Linguistic Analysis of Prilly Latuconsina’s Utterances in a TikTok Podcast and Their Relevance to Language Education

Lusi Komala Sari, Nazwa Ainis Sifa, Bede Blaise Chukwunyere Onwuagboke — Thu, 31 Jul 2025 00:00:00 +0000

In the era of digital communication, language use in public discourse has shifted significantly, especially through platforms such as podcasts that promote informal yet influential conversations. This study aims to identify and analyze the politeness strategies employed by Prilly Latuconsina, a public figure, in a podcast hosted by Dedy Corbuzier and Vidi Aldiano. Using a pragmatic approach grounded in Geoffrey Leech’s (1983) politeness maxims, this qualitative study examines 150 utterances from the podcast transcript to determine the forms and frequency of politeness strategies in Prilly’s speech. The results show that she consistently applies the maxims of tact, approbation, modesty, sympathy, and agreement, predominantly using tact and approbation to construct a positive public image and maintain harmonious interactions. These findings suggest that public figures can serve as effective pragmatic models for formal education, particularly in teaching politeness strategies within Bahasa Indonesia language classes and university-level pragmatics and rhetoric courses. By integrating authentic digital discourse into language instruction, this research supports the development of students’ communicative competence in meaningful and context-rich ways, highlighting the pedagogical potential of podcast-based materials.

Application of Project-Based Learning Model to Increase Student Activity in Cultural Heritage Materials in Grade V of Elementary School

Ninik Indawati, Ameliya Pungki Pratiwi, Windra Septi Mulyanti — Mon, 18 Aug 2025 00:00:00 +0000

The low activity of students in learning Natural and Social Sciences, particularly in Cultural Heritage materials, remains a common problem in elementary schools. Passive learning has been identified as one of the main factors limiting student engagement. This study aims to improve the activeness of grade V students at an elementary school in Malang City through the application of the Project-Based Learning model in Cultural Heritage materials. The research employed classroom action research using the Kemmis and McTaggart spiral model, conducted in two cycles, each consisting of planning, implementation of actions, observation, and reflection. The study involved 28 students in grade V. Data were collected through observation, interviews, formative tests, and documentation, and were analyzed descriptively, quantitatively, and qualitatively. The results indicated that the application of the Project-Based Learning model increased student activity, with activity percentages rising from 42.8 percent in the pre-cycle stage to 78.5 percent in the first cycle, and reaching 91 percent in the second cycle. These findings demonstrate that the Project-Based Learning model can effectively enhance students’ engagement in science learning, particularly in contextual materials such as Cultural Heritage, while supporting the optimization of project-based learning implementation at the elementary school level.

Integration of Card Sort Method and Self-Reflection in Learning Pancasila Values in Senior High School

Yulius Rustan Efendi, Dyah Ayu Atiqa, Natalia Aristina Dewi — Mon, 18 Aug 2025 00:00:00 +0000

The acquisition of Pancasila values among adolescents is increasingly challenged by low student participation and the predominant use of technology for non-educational purposes. These factors have contributed to a decline in students’ comprehension and internalization of Pancasila values in daily life. This study aimed to examine the effectiveness of integrating the Card Sort method with structured self-reflection activities to enhance the understanding of Pancasila values among tenth-grade students at State Senior High School 6 Malang. A Classroom Action Research design guided by the Kemmis and McTaggart spiral model was employed, conducted over two cycles with thirty-three participants. Data were systematically collected through pre-tests, post-tests, classroom observations, and student reflection journals. The results demonstrated a substantial improvement in students’ understanding of Pancasila values, reflected in higher post-test scores and active engagement during learning activities. Furthermore, self-reflection activities enhanced students’ awareness of their civic rights, responsibilities, and attitudes as Indonesian citizens. The integration of collaborative, interactive, and reflective instructional strategies proved effective in promoting both cognitive learning outcomes and the cultivation of positive character traits aligned with Pancasila principles. These findings highlight the importance of implementing integrated collaborative and reflective pedagogical approaches in Pancasila Education to foster meaningful student engagement, participation, and internalization of civic values, particularly in the digital era.