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All Journal E-Tech : Jurnal Ilmiah Teknologi Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA)
Hevria, Silvi
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics

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Efektivitas Model Pembelajaran Flipped Classroom Pada Siswa Jenjang SD Hevria, Silvi
E-Tech : Jurnal Ilmiah Teknologi Pendidikan Vol 9, No 2 (2021): E-Tech
Publisher : Kurikulum Teknologi Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (24.647 KB) | DOI: 10.24036/et.v9i2.112979

Abstract

This research is motivated by the characteristics of generation Z students with digital native characteristics. Generation Z is more oriented towards individual learning. This research is an experimental research. The test results prove that the flipped classroom learning model is effective in improving student learning outcomes in social studies material. Students who have high abilities in the experimental class increase their learning outcomes compared to the control class. Likewise, students who have low abilities in the experimental class have an increase in learning outcomes compared to students in the control class.Keywords : Effectiveness, learning model, Flipped Classroom
Bridging Technology and Values: Opportunities and Barriers to Artificial Intelligence–Supported Meaningful Learning in Elementary School Erita, Yeni; Anggraeni, Aisyah; Amini, Risda; Hevria, Silvi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13096

Abstract

This study investigates the integration of Artificial Intelligence (AI)-supported meaningful learning into elementary social studies education in Indonesia, with a focus on enhancing students’ social skills and moral sensitivity. Grounded in qualitative research design, data were collected through classroom observations, interviews with teachers, and the analysis of learning activities in selected public elementary schools. Findings reveal that AI-based learning platforms such as adaptive discussion forums, collaborative digital projects, and interactive simulations encourage students to actively engage in teamwork, communication, and problem-solving. Moreover, AI-assisted scenarios that present moral dilemmas and provide reflective feedback foster students’ ability to recognize ethical values, practice empathy, and develop moral reasoning. The study highlights how AI can serve not merely as a technological tool, but as a pedagogical partner that enriches the value-laden nature of social studies. However, challenges such as limited digital infrastructure, uneven teacher readiness, and educational–cultural considerations in Indonesia remain significant barriers to sustainable implementation. Overall, the integration of AI-supported meaningful learning demonstrates promising potential to strengthen competency skills and moral awareness among young learners, while also offering insights for curriculum reform and policy development in the Indonesian context.
Co-Authors Anggraeni, Aisyah Risda Amini Yeni Erita