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All Journal Jurnal Pendidikan dan Pengajaran Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal SOLMA Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI International Journal of Elementary Education Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Unri Conference Series: Community Engagement Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) PUCUK REBUNG: Jurnal Pengabdian kepada Masyarakat Journal Of Human And Education (JAHE) caXra: Jurnal Pendidikan Sekolah Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Innovative: Journal Of Social Science Research Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Ilmiah Nusantara Jurnal Pendidikan IPA Indonesia Journal Educational Research and Development Saneskara: Journal of Social Studies Jurnal Mahasiswa: Jurnal Ilmiah Penalaran dan Penelitian Mahasiswa Jurnal Pendidikan Progresif Indonesian Journal of Social Science and Education Jurnal Pendidikan dan Keguruan ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran
Anggriani, Mitha Dwi
Universitas Riau
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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HUBUNGAN CANVA DENGAN LITERASI DIGITAL MAHASISWA PGSD DI ERA ARTIFICIAL INTELLIGENCE (AI) Fina Violina Herman; Laras Ramadhani; Jesi Alexander Alim; Mitha Dwi Anggriani
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 7 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to examine the relationship between the use of Canva, an online graphic design application, and the digital literacy of Primary School Teacher Education (PGSD) students in the era of Artificial Intelligence (AI). The research employed a quantitative correlational approach using a Likert-scale questionnaire, with data analyzed through validity and reliability tests, product moment correlation, Spearman Rank correlation, and simple regression analysis. The results indicate that the level of Canva usage is categorized as high (95%), as well as students’ digital literacy (90%). The Spearman Rank correlation test yielded rs = 0.407, indicating a positive and moderate correlation between Canva usage and digital literacy. Furthermore, the coefficient of determination (R²) of 0.232 shows that Canva contributes 23.2% to digital literacy, while the remaining 76.8% is influenced by other factors beyond this study. These findings highlight that Canva is not only a design tool but also an effective digital learning medium to enhance students’ digital literacy. Therefore, Canva plays a crucial role in fostering students’ critical thinking, creativity, and collaboration skills, while also preparing them to face AI-based learning challenges.
ANALISIS PERSEPSI MAHASISWA PGSD TERHADAP PENGGUNAAN ARTIFICIAL INTELLIGENCE DALAM PROSES PEMBELAJARAN Adhinda Chaerani; Dhiva Meisa Aryenda; Zola Afifah; Jesi Alexander Alim; Mitha Dwi Anggriani
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study aims to analyze the perceptions of Primary School Teacher Education (PGSD) students regarding the use of Artificial Intelligence (AI), particularly ChatGPT, in learning. The research employed a quantitative approach using an online questionnaire distributed to students, followed by descriptive and simple inferential analysis. The findings indicate that the majority of respondents hold positive views toward AI, with 68% agreeing and 32% strongly agreeing that AI can enhance the quality of learning. Students perceived AI as beneficial in improving efficiency, material comprehension, creativity, and task completion. However, concerns were raised about potential negative impacts, such as a decline in critical thinking skills and independence due to overreliance on technology. Most respondents also emphasized the need for regulations and specific training to ensure the responsible and wise use of AI. The implications of this study highlight the crucial role of educational institutions in designing targeted AI integration policies, including training for both lecturers and students, as well as promoting AI as a supportive learning tool that fosters creativity and independence, rather than merely serving as an instant problem-solving instrument. This study recommends a wise and responsible integration of AI in higher education.
DAMPAK PENGGUNAAN AI CHATGPT DALAM PEMBELAJARAN DI KALANGAN MAHASISWA PGSD UNIVERSITAS RIAU Elfi Anisa; Maria Ulfa; Mitha Dwi Anggriani
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study aims to analyze the impact of the use of Artificial Intelligence (AI) ChatGPT in the learning process among students of the Primary School Teacher Education Study Program (PGSD) at the University of Riau. The research method used is a quantitative method with a survey approach. The research sample consisted of 30 students selected using purposive sampling. The research instrument was a closed-ended questionnaire with a Likert scale to measure students' perceptions of the effectiveness, ease, and relevance of using ChatGPT in supporting learning. The data obtained was analyzed using quantitative descriptive analysis techniques. The results of the study showed that the use of ChatGPT had a positive impact on improving material comprehension, learning motivation, and efficiency in searching for information. Additionally, there is a significant relationship between the intensity of ChatGPT usage and student learning outcomes. The results of this study provide a basis for universities to design policies for the wise use of ChatGPT in learning, so that AI technology can be optimally utilized to improve digital literacy, critical thinking skills, and professionalism among students as future teachers.
Digital-Based Interactive Teaching Module for Prospective Teachers: SBdP Learning Supplement to Improve Elementary School Student Learning Outcomes Antosa, Zariul; Fendrik, Muhammad; Anggriani, Mitha Dwi; Munjiatun
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19572

Abstract

This study aims to develop and evaluate the feasibility, practicality, and effectiveness of digital-based interactive teaching materials for Arts, Culture, and Crafts (SBdP) learning in elementary schools. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research participants included three expert validators, five SBdP teachers, and students from two elementary schools. The instruments used in this study comprised expert validation sheets, teacher and student practicality questionnaires, and pre-test and post-test assessments of learning outcomes. The data were analyzed using descriptive statistics, normality testing (Kolmogorov–Smirnov), homogeneity testing (Levene’s test), a paired-sample t-test, and normalized gain (N-gain) analysis. The findings indicate that the developed interactive teaching materials are highly feasible across all assessed aspects, including content, language, graphics, didactics, construction, and technical quality. Teacher evaluations categorized the materials as very good, while students reported that they were easy to use, engaging, and helpful in improving conceptual understanding. The effectiveness test revealed a significant improvement in learning outcomes in both schools, with mean scores increasing from 45.60 to 74.70 and from 38.22 to 71.38, respectively. The hypothesis testing results showed that F_count > F_table, indicating a statistically significant difference. Furthermore, the N-gain analysis demonstrated that most students achieved a moderate level of improvement. In conclusion, the developed digital-based interactive teaching materials are valid, practical, and effective in enhancing SBdP learning outcomes in elementary schools.
EFEKTIVITAS BAHAN AJAR LEARNING CYCLE 5E UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR Laura Utami, Vira; Alpusari, Mahmud; Guslinda; Dwi Anggriani, Mitha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45267

Abstract

This study aims to analyze the effectiveness of 5E Learning Cycle-based instructional materials in improving elementary school students’ science process skills. This study utilized the Research and Development (R&D) method based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were fifth-grade elementary school students in Pekanbaru. The research instruments consisted of science process skills tests administered as pretests and posttests. The data analysis techniques employed included a normality test, a paired-sample t-test, and N-Gain analysis. The results indicated that there was a significant difference between students’ pretest and posttest scores after using the 5E Learning Cycle-based instructional materials. Additionally, the N-Gain analysis results showed that the improvement in students’ science process skills fell into the moderate category. Thus, 5E Learning Cycle-based instructional materials are effective for improving the science process skills of elementary school students. The implications of this study suggest that the use of instructional materials designed according to the stages of the 5E Learning Cycle can support more active and meaningful learning and optimally develop students’ science process skills.
Co-Authors Adelia Putri Adhinda Chaerani Alayda Zahra, Fifi Alexander Alim, Jesi Amenda, Arvinalde Anindya, Agista Putri anisah nur afliyani Ari Kusuma Wardana Attasya Fadila Efendi Bambang Saptono Delfi Rahmadhani Dewi, Wulan Rahma Dhiva Meisa Aryenda Dhiya Sutrina Elfi Anisa Erlisnawati Erlisnawati Erlisnawati Ernalia, Urfa Eva Astuti Mulyani Eva Astuti Mulyani Fatmawilda Fatmawilda, Fatmawilda Febriana, Ruth Febrina Dafit, Febrina Ferdini, Wulandari Elia Fina Violina Herman Guslinda Guslinda, Guslinda Handayani, Mella Indra Haryanto Haryanto Hendri Marhadi Humaira, Jihan Ilfi Intansari Indriani, Lina Innaya Meidini Sastri Jesi Alexander Alim Jesi Alexander Alim Jimmi Copriady Khairina, Fatilah Laras Ramadhani Laura Utami, Vira Lina Indriani Lisa Jamiatu Safitri M. Nur Mustafa Maharani, Zofia Mahmud Alpusari Maria Ulfa Mega Fatimah Rosana Muhammad Fendrik Mulyani, Eva Astuti Munjiantun , Munjiantun Munjiatun Musfita, Cindi Mutiara Putri Mutiara Putri, Mutiara Nadia Koesvahana Neni Hermita NURLISMA Nurrohman Al Iqrom Nurwijayanti Putra, Elpri Darta PUTRI HANDAYANI Rahma Salsa, Nafisyah Ramadan, Zaka Hadikusuma Rifqa Gusmida Syahrun Barokah Rina Dyah Rahmawati Ronadia Febrianti Gurning Sapriya Sapriya Sapriya Sare, Claudion Kanigia Setyo Eko Atmojo Shinta Anggraini, Shinta Siti Quratul Ain Siti Quratul Ain Sitorus, Cyndi Skotnicka, Michalina Sri Haryati Suci Ramadhani, Suci Tria Putri Salsabilla WULANDARI Yola Amanda Yuni Ariesty Zahra, Adinda Putri Zariul Antosa Zarra Hanura Zarra Hanura Il Zola Afifah