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All Journal Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Journal of Educational Studies
Hermansyah
Universitas Muhammadiyah Bima
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Importance of AI in Science Education Through Game-Based Learning Strategies in Fostering Students’ Scientific Thinking Skills Syahru Ramadhan; Aulia Faradilah; Hermansyah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2417

Abstract

Science education in elementary schools must adapt to advancements in artificial intelligence and the demands of 21st-century skills, particularly students scientific thinking abilities. Conventional teaching methods have been shown to limit students exploration, active participation, and scientific reasoning; therefore, the integration of more adaptive and interactive approaches through Artificial Intelligence (AI) and Game-Based Learning (GBL) strategies is necessary. This study aims to describe the urgency and forms of AI implementation in IPAS instruction to stimulate students scientific thinking skills at SDN 19 Kota Bima. The study employed a qualitative approach with data sources comprising teachers, students, and learning activities. Data collection methods included classroom observations, in-depth interviews, and documentation, involving IPAS teachers and students as participants selected through purposive sampling based on the research needs. The learning context was observed directly. Data analysis was conducted through thematic coding, data reduction, data presentation, and verification using source triangulation, member checking, and peer discussion. The research findings, based on interviews, indicate that the integration of AI through GBL in IPAS learning has transformed the instructional design into a more exploratory approach. This is evident from the increased active participation of students and enhanced collaboration, as observed through an increase in their ability to observe, ask questions, test hypotheses, and draw conclusions in accordance with the indicators of scientific thinking. Based on interviews with teachers and students, IPAS learning through AI functions as a digital experimental medium that enables students to solve problems independently with the teacher serving as a facilitator. This approach also fosters a transformation of the school’s learning culture toward inquiry-based learning that is more adaptive, enjoyable, and relevant to advancements in educational technology.
Teacher Creativity in Improving Children's Counting Ability Through the Congklak Game at TK Jabal Nur Nurfitri Rahmawati; Ihlas; Hermansyah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i2.15844

Abstract

This study aims to describe teacher creativity in improving children’s numeracy skills through the congklak game at TK Jabal Nur. The study employed a qualitative approach with a descriptive design to obtain an in-depth understanding of the learning process, the teacher’s role, and the development of children’s numeracy skills through the congklak game. This design was selected because it enables researchers to describe participants’ experiences and classroom practices in their natural setting rather than to test hypotheses or determine causal relationships. The research involved one teacher and 20 Group B children aged 5–6 years who were selected purposively based on their participation in congklak-based learning activities. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while source and technique triangulation were applied to enhance the credibility of the findings. The findings indicate that teacher creativity was reflected in the design and implementation of engaging congklak-based learning activities that supported children’s numeracy development. Children demonstrated greater participation during learning activities and showed progress in recognizing numbers, counting objects, matching numbers with quantities, and understanding number sequences based on classroom observations and assessment records. The learning activities also provided opportunities for children to develop concentration, logical thinking, cooperation, and social interaction through meaningful play experiences. These findings highlight the importance of integrating traditional games into child-centered learning practices and demonstrate how teacher creativity can enrich numeracy learning experiences in early childhood education.
Co-Authors Aulia Faradilah Ihlas Nurfitri Rahmawati Syahru Ramadhan