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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan JGK (Jurnal Guru Kita) Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) MADAKO ELEMENTARY SCHOOL
Unga Utami
Universitas Negeri Makassar
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Pemanfaatan Artificial Intelligence dalam Pembelajaran IPS SD pada Mahasiswa Pendidikan Guru Sekolah Dasar Hardiyanti Hatibu; Unga Utami
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73443

Abstract

Perkembangan Artificial Intelligence (AI) telah mendorong transformasi dalam dunia pendidikan, termasuk pembelajaran IPS di Sekolah Dasar. Penelitian ini bertujuan mendeskripsikan dan menganalisis pemanfaatan AI dalam pembelajaran IPS SD pada mahasiswa Jurusan Pendidikan Guru Sekolah Dasar (PGSD) di Universitas Negeri Makassar serta mengidentifikasi implikasi pedagogisnya. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan dukungan data kualitatif. Sampel penelitian berjumlah 115 mahasiswa PGSD yang dipilih melalui purposive sampling dengan pertanyaan skrining awal terkait pengalaman penggunaan AI. Data dikumpulkan menggunakan kuesioner skala Likert berisi 18 pernyataan dan satu pertanyaan terbuka. Hasil penelitian menunjukkan seluruh indikator pemanfaatan AI berada pada kategori sedang dengan nilai rata-rata 2,80-3,18 yang menunjukkan bahwa pemanfaatan AI masih berada pada tahap adopsi awal. AI dinilai membantu memahami konsep IPS dan mudah digunakan, tetapi pemanfaatannya masih terbatas pada fungsi dasar dan belum mencapai integrasi pedagogis yang mendalam. Hasil kualitatif menunjukkan manfaat AI lebih dominan pada aspek kognitif dibandingkan motivasional dan interaktif. Penelitian menyimpulkan bahwa pemanfaatan AI masih bersifat fungsional sehingga diperlukan penguatan literasi AI dan kompetensi pedagogi digital.
Persepsi Mahasiswa terhadap Penggunaan LMS Berbasis Project Based Learning dalam Mendukung Higher Order Thinking Skills pada Mata Kuliah Konsep Dasar IPS Unga Utami; Hardiyanti Hatibu
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 14, No 2 (2026): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v14i2.118907

Abstract

Pengembangan Higher Order Thinking Skills (HOTS) mahasiswa masih menjadi tantangan dalam pembelajaran di jenjang pendidikan tinggi, terutama ketika menggunakan Learning Management System (LMS) belum sepenuhnya diintegrasikan dengan strategi pembelajaran yang mendorong keterlibatan aktif, kolaborasi, dan pemecahan masalah. Penelitian ini bertujuan menganalisis persepsi mahasiswa PGSD terhadap penggunaan LMS berbasis PjBL dalam mendukung HOTS pada mata kuliah Konsep Dasar IPS. Metode yang digunakan adalah pendekatan kuantitatif deskriptif melalui desain survei. Adapun subjek penelitian merupakan mahasiswa PGSD yang mengikuti Mata Kuliah Konsep Dasar IPS. Data dikumpulkan melalui angket persepsi dan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa memiliki persepsi yang sangat baik terhadap kemudahan penggunaan, kebermanfaatan, serta dukungan LMS dalam mendorong kemampuan berpikir kritis, analitis, dan kreatif. Disimpulkan bahwa LMS berbasis PjBL dipersepsikan positif dalam mendukung HOTS mahasiswa. Penelitian ini merekomendasikan bahwa: (1) pengembangan fitur LMS yang lebih interaktif dan (2) dapat diterapkan pada mata kuliah lainnya yang berorientasi konsep atau teori.
Effectiveness of Flipped Learning Model in Improving Students' Critical Thinking Skill Unga Utami; Anik Ghufron; Farida Agus Setiawati
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 3 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i3.111450

Abstract

The development of students’ critical thinking skills is a major priority in 21st-century education. This study examined the effectiveness of the Flipped Learning Model (FLM) in enhancing critical thinking skills among elementary school students. Using a pre-experimental one-group pre-test–post-test design, the research involved 120 students from four elementary schools. The FLM intervention integrated pre-class digital video materials and collaborative in-class learning activities, while conventional instruction relied on direct teaching methods. Students’ critical thinking skills were assessed using a validated test based on Facione’s framework, which includes the indicators of Interpretation, Analysis, Evaluation, Inference, Explanation, and Self-regulation. The results revealed a significant increase in students’ post-test scores compared to their pre-test scores (p < 0.05), indicating that FLM contributed to higher levels of critical thinking. The positive impact is attributed to the shift from teacher-centered to student-centered learning, allowing students to understand basic concepts independently before class and practice higher-order thinking during classroom activities. These findings provide important implications for teachers, curriculum developers, and policymakers in designing learning strategies that promote critical thinking and support Education for Sustainable Development. Future research is recommended to examine the long-term effects of FLM across broader cognitive outcomes and diverse educational contexts.
Technology Integration Challenges in Elementary School Social Studies Education: A Systematic Literature Review Unga Utari; Unga Utami
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.353

Abstract

The rapid development of digital technology has changed learning practices in elementary schools, including social studies learning. However, the integration of technology in social studies learning in elementary schools still faces various challenges that affect learning effectiveness and student engagement. This study aims to identify and analyze the main challenges of technology integration in elementary school social studies education through a systematic literature review approach. This study examines scientific articles published in 2019–2025 from Google Scholar, Scopus, and ScienceDirect using the PRISMA framework. The results of the study show that the main challenges include the limitations of teachers' digital competence, inadequate technological infrastructure, inequality of access to devices and the internet, lack of institutional support, and difficulties in designing interactive and meaningful social studies learning. In addition, the difference in students' digital literacy levels and classroom management constraints also affect the effectiveness of technology-based learning. This study concludes that successful technology integration requires continuous professional development of teachers, infrastructure improvement, and appropriate pedagogical adaptation. The implications of this study emphasize the importance of formulating education policies that focus on equitable access to technology, strengthening digital-based teacher training, and developing innovative social studies learning models that are contextual and student-centered.
Pengaruh Model Inquiry Based Learning Terhadap Kreativitas Siswa Dalam Mata Pelajaran IPAS Kelas V Di UPTD SPF SD Inpres Tidung Ii Kota Makassar Anugerah Maharani; Hardianto Rahman; Unga Utami
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 2 (2026): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i2.2035

Abstract

This study was motivated by the low creativity of students in IPAS learning, which is still dominated by teacher-centered instruction, causing students to be less active in developing ideas and concepts. This study aimed to: (1) describe the implementation of the Inquiry Based Learning (IBL) model in Grade V IPAS; (2) describe students’ creativity in IPAS learning; and (3) determine the effect of the Inquiry Based Learning model on students’ creativity. This study used a quantitative approach with a quasi-experimental method and a Nonequivalent Posttest-Only Control Group Design. The population consisted of all Grade V students at UPTD SPF SD Inpres Tidung II, Makassar City, totaling 40 students. The sampling technique used purposive sampling, resulting in Grade V A with 20 students as the experimental group, who were taught using the Inquiry Based Learning model through a diorama-making project, and Grade V B with 20 students as the control group, who were taught using conventional learning through drawing activities. The results showed that: (1) the implementation of the Inquiry Based Learning model in the experimental class was carried out very well according to the stages of orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing; (2) students’ creativity in the experimental class was in a higher category than in the control class, as indicated by their ability to generate diverse, original, and detailed ideas, as well as to creatively develop diorama products; and (3) there was a positive and significant effect of the Inquiry Based Learning model on students’ creativity in Grade V IPAS, as evidenced by the Independent Sample t-Test results showing a significant difference between the experimental and control classes. Therefore, the Inquiry Based Learning model is effective in improving students’ creativity in IPAS learning at the elementary school level.  
Co-Authors Anik Ghufron Anugerah Maharani Farida Agus Setiawati Hardianto Rahman Hardiyanti Hatibu Unga Utari