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All Journal JURNAL ILMIAH EDUKATIF Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan
Hasanuddin, Nurqadriyanti
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Inovasi Metodologi Pengajaran Di Sekolah Dasar: Strategi Efektif Untuk Meningkatkan Kualitas Pendidikan Guru Megan Asri Humaira; Effane, Anne; Hasanuddin, Nurqadriyanti
Jurnal Ilmiah Edukatif Vol. 10 No. 2 (2024): Desember
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v10i2.3354

Abstract

This research explores teaching methodology innovations in primary schools as an effective strategy to improve the quality of teacher education. Innovations such as project-based approaches, flipped classroom, and digital technology integration are analysed to see their impact on teachers‘ professional development and students’ learning experience. The research method used in this study is the literature review method. The results show that the application of these new methodologies helps teachers deepen their subject matter and pedagogy, and improve their competence and motivation. Continuous support through training and seminars is essential for the successful implementation of this innovation. In addition, the innovative teaching methodology was shown to promote students' engagement and understanding, which in turn improved their academic outcomes and social-emotional skills. The findings confirm the importance of innovative teaching methodologies in creating a dynamic and high-quality learning environment in primary schools.
Do Generation Z Pre-Service ESL Teachers Perceive Artificial Intelligence Negatively? Rasch Analysis Hasanuddin, Nurqadriyanti; Amalia, Dinda Firly; Ramadhan, Teuku Muhammad Hary; Qudratuddarsi, Hilman
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 4 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i4.502

Abstract

This study investigates the negative attitudes of pre-service English as a Second Language (ESL) teachers toward the integration of Artificial Intelligence (AI) in education. Using a quantitative cross-sectional survey design, data were collected from 363 undergraduate students enrolled in teacher education programs. The participants completed the Negative Attitudes Toward Artificial Intelligence (NATAI) scale which was validated through expert review. Rasch model analysis was employed to examine item fit, reliability, and unidimensionality. The instrument demonstrated high internal consistency (Cronbach’s Alpha = 0.84), strong person and item reliability (0.80 and 0.98, respectively), and solid construct validity. The Wright Map revealed a moderate to high concern among students, particularly about AI's emotional and ethical implications. Differential Item Functioning (DIF) analysis based on year of study and gender showed minimal variation across groups, with third-year students expressing slightly stronger ethical concerns. A one-way ANOVA and independent t-test confirmed no significant difference in attitudes based on the year of study, suggesting uniform skepticism across cohorts. These findings imply a need for teacher education curricula to address AI literacy and integrate balanced perspectives to prepare future educators for AI-enhanced classrooms.
Co-Authors Amalia, Dinda Firly Anne Effane Megan Asri Humaira QUDRATUDDARSI, HILMAN Ramadhan, Teuku Muhammad Hary