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All Journal International Journal of Engagement and Empowerment (IJE2) Jurnal Syaikh Mudo Madlawan
Dethia HS Suci Nurani
Universitas Bina Bangsa
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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MODEL SUPERVISI DIGITAL DALAM MENINGKATKAN MUTU PEMBELAJARAN KODING DI SEKOLAH DASAR Endi Sutrisna; Dethia HS Suci Nurani; Haerul Wafa; Sudaryono Sudaryono
Jurnal Syaikh Mudo Madlawan: Kajian Ilmu - Ilmu Keislaman Vol. 3 No. 1 (2026): Jurnal Syaikh Mudo Madlawan
Publisher : LPPM IAI Dar Aswaja Rokan Hilir

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Abstract

Instruction in computer programming (coding) at the elementary school level faces several challenges, including limited teacher competence, lack of ongoing mentoring, and insufficient digital infrastructure. Conventional face-to-face academic supervision is often suboptimal due to low frequency and slow response times. This study aims to design and test a cloud-based digital supervision model to improve the quality of coding instruction in elementary schools. The research employed a research and development (R&D) approach using the ADDIE framework. Participants consisted of 15 fourth and fifth-grade teachers from four public elementary schools in Pandeglang Regency. The instruments included a coding instruction observation sheet, a teacher response questionnaire, and a learning quality assessment rubric. Data analysis techniques comprised descriptive statistics and paired t-tests. The resulting digital supervision model includes the following components: (1) planning through a learning management system (LMS), (2) observation using video recordings and real-time feedback, (3) collaborative reflection in online forums, and (4) rubric-based automated assessment. The trial results showed that the average score of coding instruction quality increased from 66.3 (sufficient category) to 86.8 (good category) after eight weeks of implementing the model (*p* < 0.001). Teacher responses were highly positive, with a mean score of 4.7 out of 5. The digital supervision model proved effective in overcoming geographical and temporal barriers, providing rapid feedback, and fostering collaboration among teachers. Nevertheless, challenges related to digital infrastructure and teachers' ICT literacy need to be anticipated. Digital supervision can serve as an alternative to improve the quality of coding instruction in elementary schools. Technical assistance training and the provision of an integrated platform are strongly recommended.
AI-ASSISTED WRITING TRAINING: TRANSFORMING TEACHERS INTO PRODUCTIVE AUTHORS THROUGH OPTIMIZATION OF ARTIFICIAL INTELLIGENCE TOOLS AT SD N BANJARSARI 5 Syadeli Hanafi; Mutoharoh Mutoharoh; Dethia Hs Suci Nurani; Ramdan Ramdan; Oktavianto Setyo Nugroho; Phillip G. Queroda
International Journal of Engagement and Empowerment (IJE2) Vol. 6 No. 1 (2026): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v6i1.274

Abstract

Digital transformation in education has increased expectations for teachers’ professional competencies, yet empirical evidence on targeted interventions that enhance primary school teachers’ scholarly writing through AI remains limited. This study aimed to evaluate the effects of an AI-Assisted Writing training program implemented at SD N Banjarsari 5 on teachers’ scientific writing productivity and digital literacy. A descriptive-intervention design with purposive sampling was employed; in-service primary teachers (n recorded) participated in a participatory, hands-on training covering ChatGPT, QuillBot, Grammarly, and Canva. Data were collected via pre- and post-training questionnaires, observation rubrics, structured interviews, and writing artifacts, and were analyzed using paired-sample t-tests for quantitative measures and thematic analysis for qualitative data. The results showed that participants exhibited significant improvements in self-reported writing competence and satisfaction, produced more structured draft manuscripts, and demonstrated enhanced ability to generate ideas, paraphrase academically, and apply digital tools to develop instructional media. Observational and thematic findings also identified persistent gaps in baseline digital skills and ethical awareness regarding AI use. The study contributes empirical evidence that AI-assisted writing interventions can strengthen teachers’ scholarly productivity and digital literacy, and it highlights the need for ongoing capacity-building and clear ethical guidelines to support sustainable implementation in school contexts
Co-Authors Endi Sutrisna Haerul Wafa Mutoharoh Mutoharoh Oktavianto Setyo Nugroho Phillip G. Queroda Ramdan Ramdan Sudaryono Sudaryono Syadeli Hanafi