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All Journal EDUCATIONAL JOURNAL (General and Specific Research) Indonesian Journal of Education (INJOE) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Parni
Universitas Sultan Muhammad Syafiuddin Sambas

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THE INTEGRATION OF VIRTUAL REALITY (VR), AUGMENTED REALITY (AR) AND GAMIFICATION IN DEVELOPING INTERACTIVE SIMULATIONS FOR THE VISUALISATION OF ABSTRACT CONCEPTS IN SCIENCE EDUCATION Zulvia Trinova; Parni
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494679

Abstract

Teaching abstract concepts in science, such as atomic structure, chemical reactions and biological systems, often faces fundamental challenges due to the limitations of conventional visualisation methods, resulting in low levels of conceptual understanding and student motivation. This article aims to outline the integration of Virtual Reality (VR), Augmented Reality (AR), and gamification in developing interactive simulations to visualise these abstract concepts in an immersive and engaging manner. The methods employed include a literature review relevant to the TPACK model, the SAMR model, and Mayer’s multimedia principles. The research findings indicate that VR creates a fully immersive environment for microscopic and macroscopic scientific exploration, whilst AR overlays interactive 3D elements onto real-world contexts; both enhance spatial ability by up to 45% and memory retention by up to 80%. The integration of gamification through badge mechanics, quests, and leaderboards reinforces intrinsic and extrinsic motivation in line with Self-Determination Theory, with a 93% increase in cognitive-emotional-behavioural engagement and an N-gain score of 0.63–0.78 in the Indonesian case study. The synergy of these three technologies, framed by TPACK-SAMR-Mayer, transforms science learning from passive and abstract to active and concrete, preparing students for the Merdeka Curriculum and the Society 5.0 era. Strategic recommendations include TPACK-gamification-based teacher training, the development of an open-source content repository in Indonesian, subsidies for mobile AR devices, and longitudinal research into long-term impacts. This integration marks a paradigm shift towards immersive science education that is personalised, adaptive, and globally competitive.
KREATIVITAS GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS V PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI SDS IT AL-FURQON TEBAS Ridho Afriandi; Suriadi; Parni
EDUCATIONAL JOURNAL : General and Specific Research Vol. 5 No. 3 (2026): Educational Journal (General and Specific Research)
Publisher : CV. ADIBA AISHA AMIRA

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This study aimed to describe teachers’ creativity in improving fifth-grade students’ learning motivation in the Pancasila Education subject at SDS IT Al-Furqon Tebas for the 2025–2026 academic year and to identify students’ learning motivation after the implementation of various learning methods. This study employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation. The findings revealed that teachers’ creativity was implemented through the use of picture media, comics, and role-playing methods in Pancasila Education learning activities. These varied learning methods created a more engaging, active, and enjoyable classroom atmosphere. Furthermore, the use of creative learning methods increased students’ enthusiasm and learning motivation in participating in Pancasila Education classes. Therefore, teacher creativity plays an important role in enhancing students’ learning motivation in elementary schools.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE PERSONALISATION OF DIGITAL LEARNING: A SYSTEMATIC REVIEW OF CURRICULUM ADAPTATION AND PUPILS’ ACADEMIC ACHIEVEMENT Zayid Musiafa; Parni
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21404777

Abstract

This study aims to examine the role of artificial intelligence in the personalisation of digital learning through a systematic review of curriculum adaptation and pupils’ academic achievement. Artificial intelligence is increasingly being applied in education due to its ability to analyse pupils’ learning data in real time, adapt learning materials, and provide relevant feedback tailored to individual needs. Through a personalised approach, AI enables the learning process to become more adaptive, flexible and learner-centred. The findings indicate that AI contributes to supporting curriculum adaptation by tailoring content, the pace of learning and learning strategies to better suit learners’ characteristics. Furthermore, AI also has a positive impact on pupils’ academic achievement by enhancing their understanding of the subject matter, their motivation to learn and their engagement in the learning process. Nevertheless, the implementation of AI in education still faces challenges such as data privacy, infrastructure readiness, teacher competence, and the digital divide. Therefore, the integration of AI into digital learning must be carried out wisely, ethically, and sustainably in order to provide optimal benefits for improving the quality of education.
UPAYA KEPALA SEKOLAH MENGATASI KESULITAN GURU KELAS IV DALAM MENGAJAR PADA KURIKULUM MERDEKA SDN 19 SEBAMBANG TAHUN PELAJARAN 2024/2025 Sulastri; Arnadi; Parni
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 4 (2026): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

This research began from the difficulties teachers face in the teaching process using the independent curriculum. The purpose of this study is to describe: 1) The principal's strategies for overcoming the difficulties faced by fourth-grade teachers in teaching using the independent curriculum, 2) Describing the forms of the principal's efforts to overcome the difficulties of fourth-grade teachers in teaching using the independent curriculum, 3) Describing the results of the principal's efforts in overcoming the difficulties of fourth-grade teachers in teaching using the independent curriculum. This research uses a qualitative approach with a descriptive research type. The data collection techniques in this study used interviews, observations, and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The techniques for checking data validity used are source triangulation and member check. The results of this study show that: 1) How the principal's strategy to overcome The difficulties faced by fourth-grade teachers in teaching using the Merdeka curriculum at SD Negeri 19 Sebambang are that the principal conducts supervision, provides facilities and infrastructure, uses a consultative approach and mentorship, and encourages training and workshops. 2) The efforts of the principal to overcome the difficulties faced by fourth-grade teachers in teaching using the Merdeka curriculum at SD Negeri 19 Sebambang are conducting scheduled supervision, organizing internal training and workshops, encouraging teacher collaboration (KKG), facilitating the use and development of learning resources, providing motivation and appreciation, conducting periodic evaluation and monitoring, building positive communication, and encouraging teachers to innovate. 3) The results of the principal's efforts in overcoming teachers' difficulties in teaching using the Merdeka curriculum at SD Negeri 19 Sebambang are increased teacher competence, improved learning quality, the implementation of differentiated learning, and teachers more independent and collaborative, changes in teaching methods, improvement in student learning outcomes, teachers are more professional.
Co-Authors Arnadi Ridho Afriandi Sulastri Suriadi Zayid Musiafa Zulvia Trinova