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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Rika Setyawati
Universitas Sapta Mandiri
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Perceptions of the Role of the Teacher Working Group (KKG) in Developing Enjoyable and Interactive English Learning in Elementary Schools: A Descriptive Qualitative Study Rika Setyawati; Alpian Husna
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5602

Abstract

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru mengenai peran Kelompok Kerja Guru (KKG) dalam pengembangan pembelajaran Bahasa Inggris yang menyenangkan dan interaktif di Sekolah Dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan data diperoleh melalui wawancara mendalam terhadap dua puluh guru yang tergabung dalam KKG SD Rayon 1 Kecamatan Jaro. Analisis data dilakukan secara tematik untuk mengidentifikasi pengalaman, strategi, media pembelajaran, dan tantangan yang dihadapi guru dalam menciptakan pembelajaran yang menarik bagi siswa. Hasil penelitian menunjukkan bahwa guru menyadari pentingnya pembelajaran yang menyenangkan untuk meningkatkan motivasi dan partisipasi siswa. KKG berperan sebagai sarana peningkatan kompetensi melalui diskusi, berbagi praktik, dan pelatihan terkait metode interaktif seperti TPR, storytelling, dan permainan edukatif. Kendala yang muncul mencakup keterbatasan fasilitas, media, dan kemampuan digital guru. Temuan ini menekankan bahwa dukungan KKG dapat memperkuat praktik pembelajaran inovatif dan interaktif, sekaligus menjadi masukan bagi pengembangan program pelatihan guru di masa depan
Design Inquiry for AI Literacy Framework Development: Evidence from Indonesian Pre-service Primary School Teachers in Teaching English to Young Learners Alpian Husna; Rika Setyawati; Audia Mecca
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7704

Abstract

Artificial intelligence (AI) has created new opportunities and challenges for teacher education, requiring pre-service teachers to develop competencies that support the responsible and pedagogically appropriate use of AI in classroom practice. This study identifies the educational needs that should inform the development of an AI literacy framework for Indonesian pre-service primary school teachers preparing to teach English to Young Learners (TEYL). The study employed a mixed-method Design Inquiry, operationalising the Analysis and Exploration phase of Educational Design Research. Quantitative data were collected through a questionnaire based on the UNESCO AI Competency Framework for Teachers (AI CFT); qualitative evidence came from semi-structured interviews, classroom observations, and document analysis. The findings revealed five educational needs: strengthening conceptual AI understanding, developing AI-enhanced pedagogy for TEYL, promoting human-centred and ethical AI practice, supporting continuous professional learning, and strengthening institutional support for AI literacy. These needs were translated into five design requirements, five core AI literacy competencies, and fifteen observable competency indicators, synthesised into an Empirical Design Requirements Matrix (DRM). The DRM is the principal outcome of this study: it links authentic educational evidence directly to design specifications for AI literacy framework development, providing an empirical foundation for constructing and validating a framework responsive to the needs of Indonesian pre-service primary school teachers.
Co-Authors Alpian Husna Audia Mecca