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All Journal IRJE (Indonesian Research Journal in Education) COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pembelajaran Sains Chemistry Education Practice Jurnal Ilmiah Profesi Pendidikan Jurnal AbdiMas Nusa Mandiri Journal of Tropical Chemistry Research and Education Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal of Science and Science Education (JoSSEd) Phydagogic : Jurnal Fisika dan Pembelajarannya Jurnal Pijar MIPA Arfak Chem: Chemistry Education Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Room of Civil Society Development Education Journal: Journal Educational Research and Development Jurnal Inovasi dan Teknologi Pendidikan Saqbe : Jurnal Sains dan Pembelajarannya Room of Civil Social Development
QUDRATUDDARSI, HILMAN
Postgraduate Student, University Malaya, Kuala Lumpur, Malaysia
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Validasi Media Pembelajaran Video Animasi Materi Jenis Gerak dan Gaya untuk Siswa Sekolah Menengah Pertama Mappata, Rahmah D; Qudratuddarsi, Hilman; Putra, Ammar Ahadi
Saqbe: Jurnal Sains dan Pembelajarannya Vol 2 No 1 (2025): Saqbe : Sains dan Pembelajarannya (Maret 2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penggunaan media pembelajaran yang inovatif untuk membantu siswa memahami konsep abstrak dalam materi gerak dan gaya. Pada tingkat Sekolah Menengah Pertama, konsep fisika dasar seperti jenis gerak dan pengaruh gaya sering dianggap sulit dipahami apabila hanya disampaikan melalui metode konvensional. Oleh karena itu, diperlukan media pembelajaran audio-visual yang mampu memvisualisasikan konsep secara konkret dan menarik. Penelitian ini bertujuan untuk mengembangkan media video animasi yang berfokus pada topik gerak dan gaya, serta mengevaluasi penilaian dari tiga orang pakar yang menilai aspek materi, bahasa, dan media. Metode penelitian yang digunakan adalah model pengembangan 4D yang disederhanakan menjadi tiga tahap: Define, Design, dan Development. Data dikumpulkan melalui angket yang diberikan kepada para ahli untuk menilai tingkat kevalidan media yang dikembangkan. Data yang diperoleh bersifat kuantitatif dalam bentuk angka, kemudian diinterpretasikan berdasarkan kriteria penilaian untuk menentukan kualitas produk. Hasil penelitian menunjukkan bahwa media video animasi yang dihasilkan memenuhi kriteria valid, dengan skor rata-rata dari responden pertama 85,5%, responden kedua 99%, dan responden ketiga 84%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa media video animasi yang dikembangkan sangat valid dan layak digunakan di jenjang Sekolah Menengah Pertama sebagai alat bantu pembelajaran untuk materi gerak dan gaya. Secara implikatif, media ini berpotensi mendukung proses pembelajaran fisika yang lebih efektif, meningkatkan pemahaman konseptual siswa, serta memberikan alternatif media pembelajaran yang sesuai dengan perkembangan teknologi dan kebutuhan pendidikan abad ke-21. Selain itu, media ini dapat menjadi referensi bagi guru dalam mengintegrasikan multimedia ke dalam pembelajaran sains serta bagi peneliti untuk mengembangkan produk serupa pada materi atau jenjang pendidikan yang berbeda.
Innovativeness and Optimism as Predictors of Generative AI Acceptance Among Pre-service Elementary School Teachers Meivawati, Eli; Noviana, Evy; Pratama, I Putu Yogi; Qudratuddarsi, Hilman; Indriyanti, Nor
Education Journal : Journal Educational Research and Development Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/ej.v10i1.2958

Abstract

This study investigates Generative Artificial Intelligence (Gen AI) acceptance among Generation Z pre-service elementary school teachers by extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model with innovativeness and optimism as additional psychological predictors. As Gen AI becomes increasingly embedded in educational practice, understanding how future elementary school teachers perceive and accept this technology is critical for informing teacher preparation and digital transformation initiatives. Using a quantitative, cross-sectional survey design, data were collected from 563 pre-service teachers across four universities in Indonesia through an online questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS was used for data analysis. The measurement model demonstrated satisfactory reliability, convergent validity, and discriminant validity, while model fit indices indicated that the proposed model adequately represented the data. Results show that both innovativeness and optimism significantly predict performance expectancy, effort expectancy, facilitating conditions, habit, and hedonic motivation, with innovativeness emerging as the stronger personality-based determinant. Regarding behavioral intention to use Gen AI, performance expectancy, effort expectancy, facilitating conditions, and habit exhibit significant positive relationships, whereas hedonic motivation does not significantly influence intention. The structural model explains 75.9% of the variance in behavioral intention, indicating strong explanatory power within the context of Gen AI adoption in teacher education. The findings highlight the dual importance of cognitive evaluation (e.g., perceived usefulness and ease of use) and personal traits (e.g., innovativeness and optimism) in shaping Gen AI acceptance among pre-service elementary school teachers. Theoretically, the study extends UTAUT2 by demonstrating the value of incorporating personality-related constructs into contemporary AI acceptance studies. Practically, the results suggest that teacher education programs should provide structured opportunities for meaningful engagement with Gen AI tools while fostering mindsets that encourage experimentation and openness to technological change. These efforts may better prepare future teachers to integrate Gen AI responsibly and effectively in elementary education settings.
Co-Authors Adam, Wahyuni Agung, Afiq Amalia, Dinda Firly Andi Saddia Aulia Rahmadhani Cinthami, Ratih Dhamayyana Dwi Dewi, Hefi Rusnita Dyah Puspitasari Ningthias Fauziah A Hasanuddin, Nurqadriyanti HUTKEMRI HUTKEMRI Ilham Handika imami, Muh Khairul Wajedi Indayanti Ismail, Ayu Jumriani Jumriani, Jumriani Kasmiati Kasmiati Liu, Sibo Makiin, Inda Dzil Arsyi Mappata, Rahmah D Meili Yanti Meivawati, Eli Mohd Saad, Mohd Rashid Munawwarah Munawwarah, Munawwarah Ningthias, Dyah Puspitasari Ningthias, Dyah Pusptasari Nor Indriyanti Noviana, Evy Nur Rahmah Nurhikma Ramadhana Nurman Nurman Pratama, I Putu Yogi Putra, Ammar Ahadi Putri, Eka Pravitasari Putri, Thyrafi Amelia R. Rahmawati RENUKA V SATHASIVAM RR. Ella Evrita Hestiandari Salima, Luthfia Qolbi Saprizal Hadisaputra Septaningsih, Andi Citra Suriansyah, Suriansyah Syarifa Wahidah Al Idrus Tari, Suci Rizkina Teuku Muhammad Hary Ramadhan Widya Putri Ramadhani Yusfa Lestari