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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Journal for Lesson and Learning Studies Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Panggung Kebaikan : Jurnal Pengabdian Sosial
Arum Ratnaningsih
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Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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ANALISIS KESULITAN BELAJAR SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI PEMBAGIAN KELAS IV DI SD NEGERI NGABEAN PURWOREJO Risma Fardlila; Suyoto; Arum Ratnaningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32531

Abstract

This study aims to describe the learning difficulties experienced by students insolving and describe the factors causing students learning difficulties in solvingstory problems on division material in grade IV of Ngabean State ElementarySchool. This research method uses a qualitative descriptive type by describing theresults of research in grade 4 with a total of 5 students as subjects. Data collectiontechniques and instruments were observation, interviews, documentation, anddata recording cards. Data analysis techniques used were data collection, datareduction, data presentation, and drawing conclusions. The results of the initialstudy showed that students: (1) had difficulty understanding the concept, studentswere able to understand the concept of division, this occurred in AA, SA, and MAI(2) difficulty applying the principle, students were unable to use the arithmeticoperation of division to apply it to nested division, which occurred in AA and MAIand (3) difficulty solving verbal problems, students were unable to solve the storyproblems using the steps that occurred in AA, MAI, NW, SA, and SS. Based onthe results of this analysis, it was concluded that students experienced learningdifficulties. Second, these learning difficulties are caused by two main factors,namely: (1) internal factors, such as interest and motivation to learn, talent,attitudes towards learning, lack of teacher understanding of learning methods, and(2) external factors, such as family environment, school environment, peers, theinfluence of mass media, and learning tools.
Penguatan Manajemen Pembelajaran Mendalam melalui Pemanfaatan Kecerdasan Artifisial Intelegensi bagi Guru Sekolah Dasar Nurhidayati, Nurhidayati; Arum Ratnaningsih; Ferdian Ferdian; Iin Cahyani; Elsa Agustina
Panggung Kebaikan : Jurnal Pengabdian Sosial Vol. 2 No. 4 (2025): November: Panggung Kebaikan : Jurnal Pengabdian Sosial
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/panggungkebaikan.v2i4.2502

Abstract

This community service activity aims to strengthen teachers' capacity to manage deep learning through the utilization of artificial intelligence (AI) in elementary school classrooms. The rapid development of AI technology provides opportunities for teachers to design more personalized learning, conduct assessments efficiently, and make data-driven learning decisions. The program is implemented in three stages: preparation, execution, and evaluation. The preparation stage includes the development of training modules and mapping relevant AI applications to support deep learning. The execution stage consists of workshops, hands-on practice using AI applications, and collaborative development of teaching materials by teachers. Evaluation is conducted through reflective assessments, task performance evaluations, and follow-up interviews. The results of the activity show significant improvements in teachers' understanding of AI-based deep learning management, including the ability to use AI for lesson planning, formative assessment, and analyzing students' learning progress. Teachers also reported increased confidence in integrating AI into teaching activities and recognized the benefits of AI in promoting students' higher-order thinking skills. This program demonstrates that strengthening teachers' competencies in utilizing AI can enhance the quality of deep learning management in elementary schools.
Co-Authors Aisa Winda Fatmawati Dwi Nursanti Dwi Pujiyanti Elis Yohanah Elsa Agustina Faizza Tanniya Bellen Ferdian Ferdian Iin Cahyani Lutfiyyah Ningtyas Muflikhul Khaq Mutiara Wulan Maytasya Niken Handayani, Niken Nur Adilah Nur Latifatun Nikmah Nur Ngazizah Nurani Nur Arifah Nurhidayati Nurhidayati Pamungkas, Katya Osylany Retno Ayu Riawan Yudi Purwoko Rintis Rizkia Pangestika Risma Fardlila SITI FATIMAH Sugeng Eko Putro Widoyoko Suyoto Syifa Agnessya Ulfaturrokhmah