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Rahmat Said
Universitas Muhammadiyah Enrekang, Indonesia

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Integrating ChatGPT into English Learning for Elementary Teacher Education Students: Learning Experiences, Benefits, and Challenges Rahmat Said
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.403

Abstract

Generative artificial intelligence creates new opportunities for English learning among prospective elementary school teachers, yet its educational value depends on instructional design and users' ability to interact effectively with the technology. This study explored Elementary School Teacher Education students' experiences of using ChatGPT in English learning at Universitas Muhammadiyah Enrekang. A qualitative case study design was employed. Participants were 28 first-semester Class A students in the 2024/2025 academic year selected purposively. Learning took place in four face-to-face sessions from 7 to 28 October 2024, including vocabulary exploration on Daily Life and Environment and question-and-answer practice through ChatGPT's voice feature. Data were collected through semi-structured interviews, classroom observations, and documentation, then analyzed thematically using source triangulation and participant confirmation. The findings indicate positive learning experiences characterized by flexible access, rapid feedback, vocabulary development, and active engagement. All participants engaged in AI-supported activities, while 71.43% asked questions about how to use the technology. Major challenges involved internet connectivity, insufficiently specific prompts, and AI responses that were occasionally too general. The findings highlight the importance of AI literacy, lecturer guidance, and institutional infrastructure when integrating ChatGPT into elementary teacher education.
Adaptive Practices of Millennial Teachers in Technology Integration at a Rural Elementary School: A Case Study of SDN 182 Angin-Angin Rahmat Said
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.406

Abstract

This study explored the adaptive practices of millennial teachers in integrating technology into learning at SDN 182 Angin-Angin, a rural elementary school in Enrekang Regency. The study focused on technology-based instructional strategies, enabling and constraining factors, and observable student engagement during learning. A qualitative descriptive-exploratory case study design was employed. Data were collected through semi-structured interviews with teachers who met the study criteria, classroom observations, and instructional-document analysis, and were examined thematically through data reduction, display, and verification. Trustworthiness was supported through source and method triangulation, member checking, peer debriefing, and an audit trail. The findings show that teachers used blended learning, flipped classroom, gamification, microlearning, Quizizz, YouTube, e-modules, and visual media to create more interactive learning experiences. Unstable internet access, limited devices, restricted access to paid applications, and insufficient technology training were addressed by downloading materials in advance, combining digital and printed resources, independent professional learning, and peer collaboration. Classroom observations indicated stronger engagement, curiosity, and participation among students. The findings suggest that digital transformation in rural elementary schools depends not only on infrastructure but also on teachers' adaptive capacity and pedagogical decision-making.
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