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All Journal Jurnal Abdimas Ilmiah Citra Bakti Jurnal Ilmiah Pendidikan Citra Bakti
Imelda Hermilinda Abas
Shinawatra University
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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PENDAMPINGAN INQUIRY-BASED LEARNING BERBANTUAN ARTIFICIAL INTELLIGENCE UNTUK MENINGKATKAN PEMBELAJARAN SAINS DAN COMPUTATIONAL THINKING SISWA SEKOLAH INDONESIA BANGKOK Dek Ngurah Laba Laksana; Dony Martinus Sihotang; Sularso Budilaksono; Thoyyibah Thoyyibah; Imelda Hermilinda Abas
Jurnal Abdimas Ilmiah Citra Bakti Vol. 7 No. 2 (2026)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jailcb.v7i2.7239

Abstract

Siswa Indonesia yang menempuh pendidikan di luar negeri, khususnya di Sekolah Indonesia Bangkok (SIB), menghadapi situasi belajar yang khas karena berada dalam lingkungan dwibahasa dan lintas budaya, tetapi tetap dituntut memenuhi standar Kurikulum Nasional Indonesia. Kondisi tersebut memerlukan pembelajaran sains yang tidak hanya berorientasi pada penguasaan konsep, tetapi juga mampu mengembangkan penalaran ilmiah, keterampilan computational thinking (CT), serta pemanfaatan kecerdasan artifisial (artificial intelligence/AI) secara etis. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kualitas pembelajaran sains dan keterampilan CT siswa SIB melalui pemaduan inquiry-based learning (IBL) dengan pemanfaatan AI generatif secara terbimbing. Kegiatan dilaksanakan pada 10–15 Mei 2026 sebagai bagian dari 3rd International Collaboration Trip 2026 yang difasilitasi oleh YPAI University bekerja sama dengan Kedutaan Besar Republik Indonesia (KBRI) Bangkok. Mitra kegiatan adalah siswa kelas X dan XI SIB. Metode pelaksanaan mengadopsi alur Hook–Concept–Demo–Reflection yang diimplementasikan melalui empat sesi, yaitu: (1) observasi fenomena dan perumusan pertanyaan ilmiah; (2) pengumpulan data dan pengenalan pola; (3) penyusunan penjelasan berbasis bukti; serta (4) pemecahan masalah secara sistematis dengan dukungan AI. Hasil kegiatan menunjukkan peningkatan keaktifan siswa dalam mengajukan pertanyaan ilmiah, kemampuan menyusun penjelasan berbasis bukti, keterampilan computational thinking, serta kesadaran etis dalam memanfaatkan AI sebagai mitra berpikir, bukan sebagai pengganti proses belajar. Refleksi peserta juga menunjukkan tumbuhnya kepercayaan diri akademik dan kesadaran identitas sebagai diaspora muda yang mampu berkontribusi terhadap pengembangan sains Indonesia. Dengan demikian, pemaduan IBL, CT, dan AI for Positive Use merupakan pendekatan pendampingan yang relevan, kontekstual, dan berpotensi direplikasi pada Sekolah Indonesia Luar Negeri (SILN) lainnya.
DIFFERENCES IN EARLY CHILDHOOD LITERACY SKILLS BASED ON POSITIVE AND NEGATIVE PARENTING STYLES Maria Stefania Bule Mite; Dek Ngurah Laba Laksana; Andi Nafsia; Gde Putu Arya Oka; Imelda Hermilinda Abas
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 1 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i1.6788

Abstract

This study aims to describe the differences in literacy skills of early childhood children based on positive and negative parenting patterns at Harapan Bangsa Kindergarten in Bajawa. Literacy skills were assessed through three aspects: language comprehension, language expression, and literacy. The study used a comparative quantitative approach with a cross-sectional design. Data were obtained from 50 children through a parenting questionnaire filled out by parents, then respondents were categorized into positive parenting patterns (n = 32) and negative parenting patterns (n = 18). Analysis of differences was conducted using the nonparametric Mann–Whitney U test. The results showed a significant difference in literacy skills between the two groups (p < 0.05) with a large effect size, where children who received positive parenting patterns had higher literacy skills than children who received negative parenting patterns. Significant differences were also consistent in the three aspects of literacy, namely language comprehension, language expression, and literacy. These findings emphasize the importance of strengthening positive parenting patterns and home–school collaboration in creating an environment that supports language and literacy stimulation from an early age. This study is limited by its cross-sectional design and self-reported parenting measurements, which prevent direct causal conclusions. This study provides an original contextual contribution to early childhood education units in the Bajawa region, providing a comprehensive analysis of three aspects of literacy simultaneously, a topic that has been limited in previous research.
IMPLEMENTATION OF THE INTEGRATED LEARNING MODEL TO ENHANCE CONCEPTUAL UNDERSTANDING AND THE CHARACTER OF RESPECTING DIFFERENCES AMONG ELEMENTARY SCHOOL STUDENTS Rona Dear Realita; Dek Ngurah Laba Laksana; Imelda Hermilinda Abas
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 2 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i2.6948

Abstract

This study aimed to analyze the effectiveness of implementing the integrated learning model in integrating Civics, Social Studies, and Mathematics for second-grade elementary school students. The research employed Classroom Action Research (CAR) conducted in three meetings involving 18 students of grade II SD VITA in the 2025/2026 academic year. Data were collected through observation, students’ worksheets, reflective activities, pre-test and post-test scores, and documentation. Data analysis was carried out descriptively qualitative and quantitative by comparing students’ learning outcomes and participation during the learning process. The results showed that the implementation of integrated learning successfully improved students’ cognitive achievement and social character. The average pre-test score increased from 72.2 to 90.8 in the post-test. In addition, students demonstrated better collaboration, empathy, and appreciation for differences through group discussions and contextual data visualization activities. The integration of local wisdom and concrete learning media also enhanced students’ engagement and understanding. Therefore, the integrated learning model proved to be effective in creating meaningful, contextual, and holistic learning experiences for elementary school students.
Co-Authors Andi Nafsia Budilaksono, Sularso Dony Martinus Sihotang Laksana, Dek Ngurah Laba Maria Stefania Bule Mite Rona Dear Realita Thoyyibah Thoyyibah