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All Journal Taroa : Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Mei Indra Jayanti
Universitas Nggusuwaru
Religion Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Other

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Evaluation of Science Learning through Artificial Intelligence-Based Formative Feedback among Primary School Teacher Education Students Muh Nasir; Juryatina Juryatina; Mei Indra Jayanti; M Ekahidayatullah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20462

Abstract

This study examines the use of Artificial Intelligence (AI)-based formative feedback in the evaluation of science (IPA) learning among Primary School Teacher Education (PGSD) students. It addresses the limitations of conventional evaluation, particularly delayed feedback and the limited opportunities for conceptual correction in science learning. The study employed a mixed-methods approach with an explanatory sequential design; the quantitative component used a one-group pretest–posttest pre-experimental design without a control group, involving 40 students across two classes. The intervention used a web-based AI-driven digital evaluation application that generated generative and personalized feedback. Quantitative data were collected through pretest–posttest scores and a questionnaire, while qualitative data were obtained through interviews and system log analysis. The results show a statistically significant increase in learning-outcome scores after implementation, with a moderate improvement (6–7 points) and a medium effect size (Cohen's d = 0.65). The quality of AI-based feedback was categorized as good (mean = 3.13), particularly in terms of speed and usefulness, with a response time of less than five seconds. Qualitative findings indicate that immediate feedback supported conceptual understanding, helped identify misconceptions, and encouraged reflective learning behavior; however, limitations were found in feedback clarity and network stability. Because of the absence of a control group, this improvement cannot be fully attributed to AI feedback. The findings are preliminary and context-bound, yet indicate a positive contribution of AI-based formative feedback as an adaptive evaluation tool that needs to be tested with stronger designs.
PELATIHAN INTEGRASI LITERASI DIGITAL DAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN DI SEKOLAH DASAR Mei Indra Jayanti; Umar; Samsul Bahri; Ahyar
Taroa: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2026): Juli
Publisher : LPPM IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/74frdc71

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan kepada guru-guru Sekolah Dasar mengenai integrasi literasi digital dan pendidikan karakter dalam proses pembelajaran. Perkembangan teknologi informasi yang pesat menuntut para pendidik untuk mampu mengintegrasikan kecakapan digital sekaligus memperkuat nilai-nilai karakter peserta didik. Metode yang digunakan adalah pelatihan partisipatif melalui workshop, simulasi pembelajaran, dan pendampingan. Peserta berjumlah 32 guru dari lima sekolah dasar di Kota Bima. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman dan keterampilan guru dalam merancang pembelajaran berbasis literasi digital yang bermuatan pendidikan karakter. Sebanyak 87,5% peserta menyatakan mampu merancang modul ajar yang mengintegrasikan kedua aspek tersebut. Kegiatan ini menyimpulkan bahwa pelatihan terpadu antara literasi digital dan pendidikan karakter sangat efektif dalam meningkatkan kompetensi guru SD dan perlu dikembangkan secara berkelanjutan.
Co-Authors Ahyar Juryatina Juryatina M Ekahidayatullah Muh Nasir Samsul Bahri Umar Umar