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All Journal Mimbar PGSD Undiksha Jurnal Ilmiah Sekolah Dasar
Raras Setyo Retno
Primary School Teacher Education, Universitas PGRI Madiun, Madiun, Indonesia
Education

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Enhancing Students’ Soft Skills through a Project Based Digital Entrepreneurship Model in a Primary Edupreneurship Course Raras Setyo Retno; Tiara Intan Cahyaningtyas; Mutia Gama Mayoni; Desi Ana Puspitasari
MIMBAR PGSD Undiksha Vol. 14 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i2.113267

Abstract

Entrepreneurship education in higher education remains largely theoretical, limiting students’ soft-skill development. Opportunities to foster creativity, collaboration, communication, and problem-solving through authentic learning experiences remain limited. This study aims to analyze the effectiveness of the Project Based Digitalpreneurship model in improving students’ soft skills in the Primary Edupreneurship course. The study employed a quantitative approach with a pre  experimental one group pretest posttest design. The research subjects consisted of 30 sixth semester students selected using a purposive sampling technique. Data were collected through observation, questionnaires, and documentation using a soft skills assessment rubric covering aspects of self confidence, creativity and innovation, teamwork, and performance. Data analysis was conducted using descriptive statistics, N-gain calculation, and paired sample t-test analysis. The results showed that students’ average scores increased from 78 in the pretest to 86 in the posttest, with an N-gain value of 0.37 (moderate category). The results of the paired sample t-test indicated a significance value of 0.001 (p < 0.05), demonstrating a significant improvement in students’ soft skills after the implementation of the learning model. The study concludes that the Project Based Digitalpreneurship model is effective in enhancing students’ soft skills in entrepreneurship learning. The implication of this study suggests that the model has the potential to be implemented as an innovative learning alternative to support the development of soft skills and entrepreneurial competencies in teacher education programs.
AI-Assisted Culturally Responsive Inquiry Learning as a Catalyst for Enhancing Teachers’ Digital Literacy Wachidatul Linda Yuhana; Raras Setyo Retno; Puguh Jayadi; Much Fuad Saifudin
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.112119

Abstract

The development of digital technology in education requires teachers to possess digital literacy competencies that support innovative, contextual, and culturally responsive learning. However, the integration of technology into learning practices still faces challenges, particularly in combining technological advancement with pedagogical approaches that consider students’ cultural backgrounds and learning needs. This study aims to analyze teachers’ responses toward digital literacy in the implementation of the Inquiry Model integrated with Culturally Responsive Teaching (I-CRT) assisted by Artificial Intelligence (AI) in elementary school learning. This study employed a quantitative approach with a descriptive research design. The research subjects involved elementary school teachers teaching at the upper grade level. Data were collected through a digital literacy questionnaire developed based on indicators of teachers’ digital literacy competencies. The research instrument was examined through validity and reliability testing, while the collected data were analyzed using descriptive statistics to describe the level of teachers’ digital literacy. The results showed that teachers’ responses toward digital literacy in the implementation of the AI-assisted I-CRT model were categorized as good. These findings indicate that teachers’ digital literacy has developed multidimensionally, particularly in utilizing technology, managing digital information, and applying technology to support contextual learning.
Co-Authors Desi Ana Puspitasari Much Fuad Saifudin Mutia Gama Mayoni Puguh Jayadi Tiara Intan Cahyaningtyas Wachidatul Linda Yuhana