About the Journal

Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar is a peer-reviewed journal published by Universitas Djuanda, Indonesia. The journal publishes high-quality research on primary education and teacher development.

Issued triannually (April, August, and December), the journal accepts submissions year-round. All manuscripts undergo a rigorous double-blind peer review process to ensure originality, quality, and relevance.

The journal covers teaching and learning, curriculum, assessment, pedagogy, learning innovation, inclusive education, developmental psychology, educational management, and guidance and counseling in primary education, with interdisciplinary perspectives.

Established in 2014 (ISSN: 2442-4544) and available online since 2017 (ISSN 2550-0252), the journal uses Open Journal Systems (OJS) to support a transparent editorial process.

Accreditation

SINTA 3 Accredited Journal

Didaktika Tauhidi: Journal of Elementary Teacher Education has been accredited by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia based on Decree No. 10/C/C3/DT.05.00/2025 (March 21, 2025).

Current Issue

Vol. 13 No. 1 (2026): Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar
Published: 2026-04-30

Articles

  • Systematic Literature Reviews: The Effectiveness of Social-Emotional Learning Interventions for Elementary School Students and Teachers

    Oktoriyadi, Aunurrahman, Sulistyarini, Agung Hartoyo, Ahmad Yani T
    1-17
    DOI: https://doi.org/10.30997/jtdik.v13i1.22073

  • The Role of Teachers in Preventing Bullying in Elementary Schools

    Yani Djapri, Muhammad Asrori, Siti Halidjah, Dyoty Auliya Vilda Ghasya
    18-33
    DOI: https://doi.org/10.30997/jtdik.v13i1.22071

  • Beyond Surface Learning: Examining Instructional Module Alignment with Deep Learning Principles in Elementary Schools

    Eneng Nidha Widiarahmi Neng Nidha, Effy Mulyasari
    34-41
    DOI: https://doi.org/10.30997/jtdik.v13i1.24411

  • The Effect of PBL Compared to Direct Instruction on Critical Thinking Skills in Fractions in Elementary School

    Indri Rahmawati Indri Rahmawati, Mardiyana Mardiyana, Chumdari Chumdari
    42-56
    DOI: https://doi.org/10.30997/jtdik.v13i1.24490

  • The Effect of Early Waking Habits on Elementary School Students’ Academic Achievement

    Afifah, Atep Sujana, Encep Supriatna, Herli Salim
    57-65
    DOI: https://doi.org/10.30997/jtdik.v13i1.24729

  • Bridging Technology and Inclusion: Teachers’ Perceptions of Social Media for Enhancing Reading Skills in Early Grades

    Megan Asri Humaira, Mega Febriani Sya, Anne Effane, Sobrul Laeli, Teguh Prasetyo, Muhammad Kafnun Kafi
    66-81
    DOI: https://doi.org/10.30997/jtdik.v13i1.24745

  • Differentiated Learning Approach Model in Inclusive Classrooms Based on Social Emotional Learning in Elementary School

    Siti Rahmah, Rasmitadila, La Ode Amril
    82-90
    DOI: https://doi.org/10.30997/jtdik.v13i1.24749

  • Enhancing Elementary School Teachers’ Competence through Adaptive Mathematics Materials for Children with Down Syndrome

    Umi Sulistyani
    91-100
    DOI: https://doi.org/10.30997/jtdik.v13i1.23525

  • Educational Management: Cultural-Based Islamic School Branding Strategies in Building Public Trust at Amaliah Elementary School, Ciawi

    Fendra Kari, Muhtadin, Lina Herlina
    101-109
    DOI: https://doi.org/10.30997/jtdik.v13i1.24739

  • Bullying Prevention Strategy Through The Role of Education Center

    Mega Milenia Vebriyanti, Irman Suherman, Lina Herlina
    110-118
    DOI: https://doi.org/10.30997/jtdik.v13i1.24738
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