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All Journal Jurnal Pendidikan Matematika SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Mimbar Sekolah Dasar AKSIOMA Union: Jurnal Ilmiah Pendidikan Matematika JPI Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL PENDIDIKAN TAMBUSAI Prima: Jurnal Pendidikan Matematika JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR JURNAL PENA EDUKASI Jurnal Kridatama Sains dan Teknologi JURNAL PENDIDIKAN MIPA Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar Jurnal Educatio FKIP UNMA AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini BERNAS: Jurnal Pengabdian Kepada Masyarakat Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pasca Dharma Pengabdian Masyarakat Didaktika: Jurnal Kependidikan Jurnal Cahaya Mandalika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Kognitif: Jurnal Riset HOTS Pendidikan Matematika Indo-MathEdu Intellectuals Journal PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Cakrawala Pendas Edukasia: Jurnal Pendidikan dan Pembelajaran Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Pendidikan Dasar Innovative: Journal Of Social Science Research PMSDU Riemann : Research of Mathematics and Mathematics Education Mathematics Education Journal
Irawati, Riana
Universitas Pendidikan Indonesia
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ChatGPT as Digital Scaffolding in Argumentative Writing for First-Year Students: A Systematic Literature Review (2020–2025) Dadan Djuanda; Riana Irawati; Diah Gusrayani; Nurdinah Hanifah; Rana Gustian Nugraha; Sidqia Nurfadilah; Regina Lichteria Panjaitan; Enjang Yusup Ali
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2125

Abstract

This study examines the use of ChatGPT as a form of digital scaffolding in teaching argumentative writing for first-year college students. Although prior studies highlight the benefits of AI-assisted writing tools, there is still a lack of critical synthesis on how ChatGPT functions across cognitive, metacognitive, and pedagogical dimensions, as well as the risks associated with its use. Addressing this gap, this study employs a Systematic Literature Review (SLR) following PRISMA guidelines, analyzing 40 selected articles (2020–2025) from major academic databases. The findings show that ChatGPT serves as both a writing assistant and an interactive dialogue partner, providing multidimensional scaffolding that enhances idea organization, argument clarity, coherence, and students’ writing confidence. However, this study also identifies key challenges often underexplored in the literature, including over-reliance, academic integrity concerns, and limitations in verifying AI-generated content. These findings contribute a more critical perspective by emphasizing that while ChatGPT has strong potential to support adaptive and interactive learning, its integration must be accompanied by structured pedagogical strategies, strengthened digital and AI literacy, and the promotion of students’ critical thinking to ensure meaningful and independent learning outcomes.
Penerapan AI dalam Pendidikan: Strategi dan Praktik Deep Learning dalam Kurikulum Pendidikan Dasar di Pulau Tidung Kepulauan Seribu Dety Amelia Karlina; Enjang Yusup Ali; Dadan Djuanda; Riana Irawati; Sidqia Nurfadilah
Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar Vol 8, No 1 (2026): Januari-Juni
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/baktiku.v8i1.13552

Abstract

The integration of artificial intelligence (AI) into the elementary school curriculum was officially implemented by the Indonesian government in the first semester of 2025/2026. This policy requires teachers to be pedagogically prepared; however, schools in island regions such as Pulau Tidung still face challenges in terms of infrastructure, access to training, and digital competence. This community service program aimed to describe the implementation and outcomes of the program “AI Implementation in Education: Strategies and Deep Learning Practices in the Elementary Curriculum.” The methods included problem identification, program planning, interactive seminars, evaluation, and follow-up through the establishment of a teacher community, with 25 kindergarten and elementary school teachers as participants. The results indicated 100% participation, moderate improvement in understanding, enhanced practical skills in using simple AI applications, and the ability to integrate AI into lesson planning. The findings suggest that practice-based training can increase teachers’ confidence in adopting technology, although continuous mentoring remains necessary. This program contributes to bridging the digital competence gap among teachers in island regions while offering an initial model of AI integration based on deep learning in elementary education. 
Peningkatan Pemahaman Konsep melalui Media Jam Pintar Anak pada Materi Pengukuran Waktu Kelas II Sekolah Dasar Sisca Nurul Julianjani; Riana Irawati; Maulana Maulana
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4519

Abstract

Rendahnya tingkat pemahaman konsep matematika siswa merupakan permasalahan yang melatarbelakangi penelitian ini. Kajian ini dilakukan untuk mengetahui peningkatan pemahaman konsep dalam materi pengukuran waktu dengan penggunaan media jam pintar anak. Metode yang diterapkan adalah eksperimen dengan desain kuasi eksperimen berbentuk nonequivalent control group. Subjek dipilih melalui teknik purposive sampling dengan mengacu pada kriteria yang telah ditetapkan, sehingga terpilih SDN Sindangraja sebagai kelas eksperimen yang terdiri dari 38 siswa dan SDN Rancapurut sebagai kelas kontrol yang terdiri dari 36 siswa. Data diperoleh melalui tes kemampuan awal dan tes kemampuan akhir. Dari analisis data diperoleh peningkatan pemahaman konsep pada kelas eksperimen lebih tinggi daripada kelas kontrol. Hal ini dibuktikan dari nilai N-Gain kelas eksperimen sebesar 0,48 dan kelas kontrol sebesar 0,33. Meskipun peningkatan keduanya termasuk pada kategori sedang, kelas eksperimen menunjukkan peningkatan yang lebih baik dengan selisih sebesar 0,15. Hasil tersebut diperkuat oleh analisis N-Gain pada setiap indikator pemahaman konsep, di mana indikator menafsirkan (interpreting), memberikan contoh (exemplifying), menarik kesimpulan (inferring), dan menjelaskan (explaining) kelas eksperimen memperoleh peningkatan yang lebih tinggi dibandingkan dengan kelas kontrol. Sementara indikator lainnya mengalami peningkatan pada kategori yang sama. Dapat disimpulkan bahwa media jam pintar anak mampu meningkatkan pemahaman konsep siswa dalam materi pengukuran waktu.
Peningkatan Pemahaman Konsep Perkalian dan Pembagian Pecahan melalui Pendekatan Matematika Realistik Berbantuan Alat Peraga Papan Ajaib Lia Fitriani Trengganis; M Maulana; Riana Irawati
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1271

Abstract

Students' lack of conceptual understanding of fraction content is the driving force behind this research, which seeks to address this issue through instruction that can improve students' conceptual understanding. One of them is the use of magic board props combined with a realistic mathematical approach. With the use of realistic mathematical procedures including magic board props, this study sought to ascertain the extent to which students understand multiplication and division of fractions, as well as provide an explanation for this progress. Using nonequivalent control group research and quantitative research techniques, this research uses a quasi-experimental design. Participants in this research were fifth grade students at SDN Cimalaka III and SDN Citimun II. This assessment tool measures the subject's ability to grasp abstract ideas. On average, students' concept understanding skills improved by 72.21% and 66.76% respectively when taught mathematics using realistic mathematics methods compared to traditional approaches, according to the research. Fifth grade students' conceptual understanding can be improved with the use of teaching aids and realistic mathematics learning approaches. On average, the experimental group had an N-Gain of 0.5674, while the control group had 0.4184. This shows that compared with the control group, students in the experimental group gained 0.149 greater conceptual knowledge. Simply put, experimental group students who were taught mathematical concepts using a realistic approach using a magic board had a better understanding of the material than the control group who were taught using a more traditional approach.
Pengaruh Model Problem-based Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Detya Eka Nurwanty Putri; Maulana Maulana; Riana Irawati
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1307

Abstract

The problem of low mathematical problem solving ability of students that occurs in the field can be overcome by choosing the right learning model as an effort that can be made to improve problem solving ability. Problem-based learning model is a relevant learning model to improve problem solving ability. This study aims to determine the difference in the effect of problem-based learning model and conventional learning on students' mathematical problem solving ability. This research used experimental method with nonequivalent control group design. The study population was fourth grade students of A accredited elementary schools in Cimalaka Subdistrict with samples of fourth grade students of SDN Margamukti as the experimental class and fourth grade students of SDN Licin as the control class. The instrument in the form of a description test was used to measure mathematical problem solving ability. The results showed that the application of the problem-based learning model had a significant effect. The results of the average pretest score of 45 became 82 on the posttest and the average gain value was 0.63. While conventional learning obtained an average pretest score of 52 to 76 on the posttest with an average gain value of 0.46 so that the problem-based learning model is more effective than conventional learning, as evidenced by the higher average gain value of problem-based learning.
Bootcamp Literasi Digital Berbasis Platform Merdeka Mengajar: Studi Kasus Peningkatan Kompetensi Digital Guru SDN 2 Jungjang Kecamatan Arjawinangun Kabupaten Cirebon Nurdinah Hanifah; Riana Irawati
Pengabdian Masyarakat Sumber Daya Unggul Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Tahun 2026
Publisher : Lembaga Penelitian dan Publikasi Ilmiah, Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/pmsdu.v4i2.1967

Abstract

Digital competency of elementary school (SD) teachers is a primary prerequisite for effective Merdeka Curriculum implementation, particularly the utilization of the Merdeka Mengajar Platform (PMM). However, most SD teachers still face technical and psychological barriers in operating PMM functionally and pedagogically. This community service aims to describe the implementation process, dynamics of competency change, and challenges of the PMM-Based Digital Literacy Bootcamp at SDN 2 Jungjang, Arjawinangun, Cirebon. A descriptive qualitative method with a single case study design was employed. Data were collected through participatory observation (3-day bootcamp), in-depth interviews (8 teacher informants), focus group discussions (24 teachers, 2 sessions), and document analysis of teacher-produced work. Results show competency transformation in three dimensions: technical PMM navigation, pedagogical-digital lesson planning integration, and reflective-critical awareness of PMM data relevance. The program produced 24 digital teaching modules, 24 PMM-integrated learning objective pathways, and an active school-level digital learning community sustained 6 weeks post-program. Key barriers included infrastructure limitations, techno-anxiety among senior teachers, and administrative workload.
Improving understanding of place value of numbers through the STAD type cooperative learning model and media stick box Rika Luviana; Riana Irawati; Isrok'atun Isrok'atun
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.17719

Abstract

The background of this research highlights that students often struggle to understand the place value of numbers, as each digit in a number represents a value based on its position. This challenge arises because the learning process lacks the use of engaging media and relies heavily on one-way interactions. To address this issue, a teaching approach that incorporates media and promotes active student involvement is required. This research implements the STAD-type cooperative learning model assisted by a stick box to enhance students' understanding of place value concepts. The study employs a quasi-experimental nonequivalent control group design method, with fifth-grade students from public elementary schools in North Sumedang District as the population. The primary research instrument is an essay test designed to measure conceptual understanding, supplemented by non-test instruments such as observations and questionnaires to collect additional data. The findings indicate that the STAD-type cooperative learning model assisted by a stick box significantly improves students' understanding of the place value concept, with a gain score of 0.746 categorized as high. In contrast, the conventional learning model resulted in a gain score of 0.178, categorized as low. Thus, it can be concluded that there is a significant difference in conceptual understanding of place value between students who learn using the STAD-type cooperative model with stick box assistance and those who engage in conventional learning methods.
Media Cards Line Up to Improve Primary School Students' Understanding of The Concept of Place Value Widya Dwi Cahyani; Riana Irawati; Cucun Sunaengsih
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/nrmcsf72

Abstract

Research to obtain information regarding increasing understanding of the concept of place value using Cards Line Up media in elementary schools. Using quantitative methods and a quasi-experimental nonequivalent control group design, involving two classes, namely the experimental class at SDN 1 Weru Lor and the control class at SDN 3 Weru Lor with a total of 30 students in each class. Data was collected using concept understanding tests in the form of descriptions, with analysis using gain analysis. The research results showed that there was a significant increase in students' conceptual understanding after being given treatment, as shown in the posttest results which were higher than the pretest results. This is confirmed by the N-Gain statistical test that there is a positive influence of Cards Line Up media on students' understanding with an increase of 0.47 which is classified as a moderate increase. With this, it can be summarized that the Cards Line Up media has proven to be able to increase students' understanding of the concept of place value material in elementary schools.
Pengaruh Media Puzzle untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa pada Materi Pecahan Senilai di Sekolah Dasar Nur'amaliah Nur'amaliah; Riana Irawati; Maulana Maulana
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 7 No. 2 (2026)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm.v7i2.3396

Abstract

Penelitian ini dilatarbelangi oleh rendahnya kemampuan pemahaman matematis siswa dalam pada pembelajaran matematika, khususnya materi pecahan senilai. Minimnya penggunaan media pembelajaran oleh guru dan sumber belajar yang inovatif menyebabkan pembelajaran matematika membosankan. Matematika sangat berperan penting bagi kehidupan manusia. Selain dapat dimanfaatkan dalam kehidupan sehari-hari, matematika juga merupakan dasar bagi ilmu-ilmu yang lainnya, oleh sebab itu penting untuk menguasai kemampuan pemahaman matematis sejak dini. Melalui media pembelajaran puzzle pecahan guru mengusahakan pengoptimalan pembelajaran matematika pada materi, sehingga dapat meningkatkan kemampuan pemahaman matematis.Penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh penggunaan media puzzle terhadap kemampuan pemahaman matematis siswa pada materi pecahan senilai di sekolah dasar. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group design. Sampel yang diambil pada penelitian ini yaitu kelas IV yang berjumlah 30 siswa dengan Teknik pengambilan sampel menggunakan purposive sampling. Instrumen yang digunakan yaitu soal tes pemahaman matematis yang telah valid dan reliabel. Tes pemahaman matematis ini dilakukan kepada dua kelompok sampel yaitu sebelum mendapat perlakuan dan setelah mendapat perlakuan Rata-rata pretest kelas eksperimen adalah 29,73, kemudian setelah diberikan perlakuan rata-rata posttest di kelas eksperimen sebesar 64,43 yang artinya mengalami kenaikan sebesar 34,70. Teknik yang digunakan untuk mengunji hipotesis adalah dengan uji Wilcoxon atau uji berpasangan. Berdasarkan hasil pengujian hipotesis menunjukkan nilai sig. sebesar 0,000 < 0,05 yang artinya H0 ditolak dan H1 diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh media puzzle terhadap kemampuan pemahaman matematis siswa pada materi pecahan senilai di sekolah dasar.
Co-Authors 'atun, Isrok Aah Ahmad Syahid, Aah Ahmad Aisyah Aisyah Aisyah, Fenty Nur Aisyah, Mamay Rahayu Akbar, Moch Rizkia Alamsyah, Ikbal Ali, Enjang Yusup Anggita Putri Alystia Ani Nur Aeni, Ani Nur Arisandi, Shilfi Aryanto, Sani Atep Sujana A’la, Faridatul Cucun Sunaengsih, Cucun Dadan Djuanda, Dadan Dadan Nugraha Dadang Kurnia Dadang Kurnia, Dadang Dede Tatang Sunarya Detya Eka Nurwanty Putri Dhonna, Rahma Diah Gusrayani, Diah Dian Maharbid Diki Hasrul Wathani Driandra, Yasmin Azzahra Ejen Jenal Mutaqin F.M, Anggi Afriansyah Faridatul A'la Fathurrokhman, Syekhan Nuh Fazrin, Mutiara Febriyani, Febi Feni Nur Aisyah Fikri, Annida Nurul Fitriani, Rahma Ayu Furqon, Marshanda Afifah Fuspitasari, Yhesi Yuwana Gilar Gardana Gustian Nugraha, Rana Hafifah, Dea Nur Haryati, Rita Hasanah, Mualifatul Herman Subarjah Inar, Iis Ismaya Nurbaiti, Sri Isrok'atun Isrok'atun Isrok'atun Isrokatun Isrokatun Isrok’atun Isrok’atun Isrok’atun, I Isrok’atun, Isrok’atun Jasmine, Sophia Jayadinata, Asep Kurnia Julaeha, Eha Siti Julia Julia Julia, J. Juneli, Juni Artha Juni Artha Juneli Juwita Juwita, Juwita Karlina, Dety Amelia Kokom Komalasari Kusuma, Lintang Pandu Laela, Siti Lia Fitriani Trengganis Luky Adrianto Lutfiah, Novi Novianti Sri M Maulana Maharani, Wintari Maharbid, Dian Anggraeni mahda syifa Maulana Maulana Maulana Maulana Maulana Maulana Maulana Maulana Maulana, Maulana Maulana, M. Melviana, Melviana Mulyana, Rifa Aini Mulyati, Ai Sri Mustafa, Anisatul Haq Nining Yuningsih Novita Alamsyah Nur Aeni, Ani Nur'aeni, Erna Siti Nur'amaliah Nur'amaliah Nurani, Mughni Nurdin Kamil Nurdin Kamis Nurdinah Hanifah Nurfitriyani, Dini Nurhamidah, Fitri Nurjanah, Vivi Fauzia Nurkhasanah Nurkhasanah Patriamurti, Yudhitia Dwi Pitriani, Desi Prana Dwija Iswara, Prana Dwija Rahmadani, Hernadieta Rahmah, Ananda Awaliyah Rahmalia, Ega Rahman Rahman Rahmawati, Dea Rahmawati, Dinda Rahmawati, Pritha Rana Gustian Nugraha Ratna Nindya Regina Lichteria Panjaitan Regina Lichteria Panjaitan, Regina Lichteria Retno Andriyani Retno Andriyani Reza Mahendra Riani, Siska Rika Luviana Rizkiansyah, Aditya Robiatussalamah, Robiatussalamah Rosdiani, Dini Salbilla, Adinda Salsha Salimah, Puput Agisni Salshabila, Zaskya Nazwa Septianingsih, Reka Setiawan, Dewi Rosita Asmarani Sidqia Nurfadilah Simanjuntak, Putri Caryn Malsanda Sisca Nurul Julianjani Sopiana, Ari Rofi Sri Mulyani, Anisa Sri Nurhayati Sudin, Ali Sulistianingsih, Isra Sunarya, Dede Tatang Supriati, Intan Pratiwi SUSILAWATI, SUSI Syamsiar, Syamsiar Syifa, Mahda Utami, Elsa Febiyanti Wahyu Sopandi Wathani, Diki Hasrul Widya Dwi Cahyani Winarni, Nanik Yogi Fernando, Yogi Yuliani Nur Fauzi