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Oriza Zativalen
Universitas Muhammadiyah Lamongan, Lamongan
Education Mathematics Social Sciences Other

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Description Of The Teaching Readiness Of PGSD UBT Students In Review From Self Efficacy Dinda Risky Ramona; Desy Irsalina Savitri; Oriza Zativalen
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1381

Abstract

This research describes the level of teaching readiness in IPAS (Integrated Science and Social Science) of PGSD UBT (Elementary Teacher Education) students as viewed from self-efficacy.  Introduction and research objective: introduction and research objective: state briefly the problem or issue addressed and the research goal, method: This study applies a mixed-methods approach. The sample used in this study consists of PGSD UBT students who have undergone the PPL (Field Experience Program). The research sample involves 40 students, and the method used for sampling is total sampling. The tools used for data collection include self-efficacy, questionnaires and interview guidelines. Based on data analysis, the teaching readiness of IPAS students in terms of self-efficacy shows a high result, with an average percentage of 62.91% in the high category and 37.08% in the medium category.  results: This percentage is based on six indicators of student self-efficacy, namely: (1) Confidence in facing challenging teaching tasks reaches 50% in the high category and 50% in the medium; (2) Confidence in planning IPAS teaching is 65% high and 35% . Currently; (3) Confidence in facing various situations while teaching IPAS is 65% high and 35% moderate; (4) Confidence in anticipating new teaching situations is 72.5% high and 27.5% moderate; (5) Resilience in facing difficulties while teaching IPAS is 62.5% high and 37.5% moderate; and (6) Persistence in overcoming challenges in teaching IPAS is 25 (62.5%) high and 15 (37.5%) moderate. Thus, it can be concluded that the readiness to teach IPAS of UBT PGSD students in terms of self-efficacy is in the high category.
Analysis of Artificial Intelligence (AI) Implementation in Language Skill Learning for Elementary School Students Ari Susandi; Ali Firdaus Ibadulloh; Andys Nur A’Zunna Alita; Friski Adelia Fitri Ayu; Ahmad Ipmawan Kharisma; Rizka Novi Irmaningrum; Humairah Humairah; Oriza Zativalen
Journal of Elementary Education Vol. 3 No. 1 (2026): JUNE
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v3i1.1540

Abstract

The rapid expansion of Artificial Intelligence (AI) The Industrial Revolution 4.0 in education represents a response to the need to transform the relationship between humans and technology, thereby unlocking new opportunities through creativity and innovation. During this transitional period, teachers must provide support. Following the Industrial Revolution 4.0, we are now entering the Society 5.0 era; consequently, cutting-edge innovation is required to address the challenges of this new era Society 5.0 is envisioned as a state in which humans are at the center of society, resolving various life challenges by making balanced use of Industry 4.0 technologies. Its primary goal is the equitable distribution of prosperity The entire population can experience the benefits of development through the application of technologies such as Artificial Intelligence, IoT, big data, and robotics in areas ranging from transportation and logistics for remote regions to healthcare, education, and other essential public services. Therefore, we must prepare ourselves and enhance the quality of our human resources to ensure we can adapt to and utilize these technologies effectively and appropriately. Over the past few decades, digital technologies specifically Virtual Reality (VR), Augmented Reality (AR), and Artificial Intelligence (AI) have increasingly been integrated into education This study employs a contextual descriptive-qualitative approach aimed at understanding the implementation of Artificial Intelligence (AI) in the language skills of elementary school students. The aim of this study is to analyze the implementation of Artificial Intelligence (AI) in language skills learning for elementary school students. A case study approach utilizing a review of existing research articles was selected because the researcher sought to gather in-depth data from diverse sources. Descriptive qualitative approaches offer broad insights into specific phenomena and serve various functions in educational research, including as standalone designs, preliminary qualitative studies for larger projects, or qualitative components within mixed-methods studies.
Co-Authors Ahmad Ipmawan Kharisma Ali Firdaus Ibadulloh Andys Nur A’Zunna Alita Ari Susandi Desy Irsalina Savitri Dinda Risky Ramona Friski Adelia Fitri Ayu Humairah Humairah Rizka Novi Irmaningrum