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All Journal Information Technology Education Journal Wisesa: Jurnal Pengabdian Masyarakat Macca: Science-Edu Journal INTERACTION: Jurnal Pendidikan Bahasa JAMP
Nursalim
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PKM Literasi AI: Pelatihan Penggunaan Gemini Sebagai Media Presentasi Interaktif Mahasiswa Pendidikan Guru Sekolah Dasar Marzuki, Andika; Nursalim; Syarifuddin; Muhammad Ikhsan Sukaria; Muhammad Awal Nur
Jurnal Abdi Masyarakat Pendidikan Vol. 2 No. 02 (2025): Jurnal Abdi Masyarakat Pendidikan
Publisher : Jurusan Pendidikan Guru Sekolah Dasar Kampus VI Bone

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

Abstract

The rapid development of Artificial Intelligence (AI) requires prospective primary school teachers to possess adequate AI literacy and scientific communication skills, particularly in presenting research proposals in an engaging and well-argued manner. Preliminary observations of sixth-semester PGSD (Primary School Teacher Education) students at Bone indicated that 72% experienced difficulties in structuring and delivering their proposals, as reflected in incoherent presentation flow, less communicative visuals, and limited use of digital presentation technologies. This community service program aimed to enhance students’ AI literacy and scientific presentation skills through training on the use of Canvas Gemini as an interactive medium for research proposal presentations. The program employed a participatory–educative approach through stages of socialization, technical training, mentoring, and evaluation, involving 30 PGSD Bone students. Data were collected through observation, a 15-item multiple-choice pretest–posttest, assessment of interactive slide products, and a participant response questionnaire. The results showed an increase in the average score of understanding and skills from 56.4 (pretest) to 88.2 (posttest). Approximately 80% of participants succeeded in producing at least one interactive slide representing the research problem or conceptual framework more coherently, while 94% stated that the training was relevant to their academic needs and 89% expressed interest in using Canvas Gemini for future presentations.  
Applying the Problem-Driven Iterative Adaptation (PDIA) Approach to Address Teacher Absenteeism and Improve Early Childhood Learning Quality in Pegunungan Arfak, West Papua Nursalim; Pria Santri Beringin; Yeni Witdianti; Firman; Muhammad Akbar Hidayat
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4279

Abstract

Teacher absenteeism remains a major challenge in remote and underdeveloped regions of Indonesia, particularly in the highlands of West Papua. The phenomenon has significant implications for the quality of early childhood and primary education. Drawing on findings from the Strategic Action Workshop on Reducing Teacher Absenteeism held in Pegunungan Arfak (UNIMUDA–UNICEF Partnership, 2025), this study analyzes the effectiveness of the Problem-Driven Iterative Adaptation (PDIA) approach in identifying root causes and designing locally relevant solutions. Using qualitative descriptive methods, data were collected through Gallery Walk observations, focus group discussions, and iterative reflections with participants. Results show that teacher absenteeism in Pegunungan Arfak is influenced by geographic inaccessibility, socio-cultural norms, and weak institutional coordination between education authorities and customary leaders. The most significant outcome of the PDIA process was the increase in teacher attendance that emerged after participants co-created feasible actions rooted in local conditions. Through PDIA, participants developed solutions such as customary education forums, teacher support groups, and community-based monitoring systems. This study offers practical guidance for district officials, school leaders, and community stakeholders seeking to strengthen accountability and improve learning continuity in remote education settings.
Evaluating the Credibility of AI-Based Authentic Assessment in Early Numeracy Education: A Systematic Review Nursalim; Muhammad Ikhsan Sukaria
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.10119

Abstract

This study systematically reviews the credibility of artificial intelligence (AI)–based authentic assessment in evaluating numeracy achievement among early-grade primary students. The growing use of AI in educational assessment—ranging from automated scoring to adaptive feedback—has raised questions regarding its validity, reliability, and fairness. Using a qualitative descriptive approach through a systematic literature review, this study synthesizes eighteen high-quality publications issued between 2020 and 2025 from major academic databases. Thematic analysis identifies three interrelated findings. First, algorithmic accuracy must be complemented by human validation to prevent bias and preserve contextual meaning. Second, collaboration between teachers and AI systems enhances interpretive credibility and fosters reflective learning practices. Third, integrating AI ethics and literacy within primary school curricula is essential to ensure fair and transparent assessment outcomes. The results indicate that credible AI-based evaluation depends not solely on computational precision but also on socially grounded interpretation supported by ethical and pedagogical principles. Theoretically, this study reinforces Vygotsky’s social constructivist perspective and the Assessment for Learning (AfL) paradigm, positioning AI as a cognitive scaffold that enables reflective interaction among students, teachers, and technology. Practically, it offers implications for educational policy in Indonesia’s Merdeka Curriculum, emphasizing teacher training, ethical guidelines, and algorithmic transparency to promote equitable digital learning ecosystems. This study uniquely integrates AI assessment credibility with the context of early numeracy, providing original insights and advancing theoretical discourse on ethical, human-centered, and contextually responsive digital assessment practices in primary education.
Evaluasi Implementasi Literasi, Numerasi, Dan Deep Learning Dalam Praktik Pembelajaran Di Sekoah Dasar: Studi Literatur nursalim
MACCA : Science-Edu Journal Vol.2, No.3 (2025): Oktober 2025
Publisher : Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/msej.v2i3.4124

Abstract

This study is motivated by the low effectiveness of literacy, numeracy, and deep learning implementation in elementary school learning practices in Indonesia. Although various national policies such as the School Literacy Movement, Minimum Competency Assessment, and Merdeka Curriculum have been introduced, teachers and schools still face challenges in understanding and applying these three concepts both conceptually and contextually. The gap between policy and classroom practice indicates the need for an in-depth exploration of how teachers perceive and integrate literacy, numeracy, and deep learning within the learning process. This research employs a qualitative descriptive approach with a literature study design, analyzing national and international studies published between 2020 and 2025. Data were collected through the review of scholarly articles, educational policy reports, and academic documents retrieved from indexed databases such as SINTA, Scopus, and Google Scholar. The data were analyzed using thematic analysis to identify recurring concepts, processes, and meanings across studies. The findings reveal three key themes: (1) teachers’ conceptual understanding and institutional readiness, (2) pedagogical transformation based on reflection and collaboration, and (3) structural and cultural challenges in policy implementation. This study contributes to strengthening constructivist and transformative learning theories by emphasizing the importance of teacher reflection in creating meaningful learning experiences. The implications highlight the need for teacher capacity development, policy reform in professional training, and the contextualization of curriculum design for Indonesian primary education.
PENGUATAN PROFESIONALISME CALON GURU PPKN MELALUI MODEL SIMULASI MENGAJAR BERBASIS 4C: Penguatan Profesionalisme Calon Guru PPKn melalui Model Simulasi Mengajar Berbasis 4C (Critical, Creative, Collaborative, Communicative) Wikan Sasmita; Hamidah Ulfa Fauziah; Etty Andyastuti; Agus Widodo; Nursalim; Suratman
Wisesa: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2025): WISESA: Jurnal Pengabdian Masyarakat
Publisher : UPT. PKM UB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.wisesa.2025.04.2.4

Abstract

This community service program aims to strengthen the professionalism of prospective Pancasila and Citizenship Education (PPKn) teacher students through the implementation of a 4C-based teaching simulation model (critical thinking, creativity, collaboration, and communication). The background of the activity is based on the need to strengthen 21st-century teacher competencies that require mastery of critical thinking skills, learning creativity, professional collaboration, and effective communication as an integral part of teacher professionalism. The implementation method uses a participatory training approach structured in four stages, namely pre-implementation (need assessment and professionalism pre-test), core implementation (4C concept strengthening workshop and preparation of learning tools), teaching simulation practice (10–15 minutes of microteaching per participant accompanied by observations using the 4C rubric), and reflection and evaluation (peer feedback, self-reflection, and professionalism post-test). Program evaluation is carried out through a comparison of pre-test and post-test scores, supported by microteaching observation data and participant reflections to describe changes in professionalism quantitatively and qualitatively. The expected outcomes of this activity are an increase in the professional attitudes of prospective PPKn teachers, the ability to design and implement innovative learning, and strengthening the 4C competencies reflected in the quality of communication, creative learning strategies, collaboration with colleagues, and critical thinking skills in pedagogical decision-making. This program also produces outputs in the form of 4C-based learning tools, a teaching simulation assessment rubric, and recommendations for implementing models for developing microteaching learning in study programs.
Co-Authors Agus Widodo Etty Andyastuti Firman Hamidah Ulfa Fauziah Marzuki, Andika Muhammad Akbar Hidayat Nur, Muhammad Awal Pria Santri Beringin Sasmita, Wikan Sukaria, Muhammad Ikhsan suratman Syarifuddin Yeni Witdianti