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All Journal TRIHAYU: Jurnal Pendidikan Ke-SD-an Mimbar Ilmu Journal of Education and Teaching Learning
Endah Marwanti
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN MODUL DIGITAL BERBASIS TEAM LEARNING PADA VIRTUAL CLASSROOM KONSEP DASAR IPS SD Endah Marwanti; Wardani, Kristi; Megawati, Ida
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 8 No 2 (2022): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v8i2.11829

Abstract

This study aims to develop a digital module based on team learning for elementary social studies basic concepts. The research method used is a research and development method. The population in the study were PGSD students at the University of Sarjanawiyata Tamansiswa Yogyakarta in class 2A and 2D in the Even Semester 2020/2021. The sample used in this study used saturated sampling. Data collection techniques were carried out by distributing questionnaires to respondents. Data analysis was carried out descriptively with a frequency distribution table. The results of this research are 1) defining stage, 2) planning, 3) development, and 4) dissemination. In the definition stage, it is done by analyzing students, namely students, curriculum analysis, and material analysis. The planning stage is the selection of formats, the design of teaching materials. This development stage is carried out through validation and testing. While at the dissemination stage by conducting a seminar on results at PGSD.
Harnessing Technology: Exploring Elementary School Teacher Education Students’ Perceptions on the Use of Artificial Intelligence Susanti, Eny Yulia; Emmanuel Kus Eddy Sartono; Banu Setyo Adi; Qazuaini Karim; Endah Marwanti
Mimbar Ilmu Vol. 30 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i1.90316

Abstract

The rapid development of artificial intelligence (AI) in education has not been fully matched by digital literacy and the readiness of prospective teachers to integrate it into learning. This study aims to analyze the perceptions of elementary school teacher education students regarding the use of AI in learning. A descriptive quantitative method enriched with qualitative data from semi-structured interviews was employed. The research involved 85 second- and fourth-semester students selected using incidental sampling techniques. Data were collected using a Likert-scale questionnaire for quantitative data, and interviews to deepen survey findings. Quantitative data were analyzed descriptively, while qualitative data were processed using thematic analysis techniques. The results revealed that most students had positive perceptions of AI, particularly in improving learning efficiency, facilitating access to information, and supporting content understanding. However, students also identified risks that need attention, such as the potential for plagiarism, excessive dependency, and a decline in critical thinking and social interaction skills. The study concludes that comprehensive AI literacy is essential for prospective teachers to optimize and responsibly utilize technology. The study recommends integrating AI literacy programs into teacher education curricula and conducting further research on the long-term impacts of AI implementation on learning outcomes in the digital era.
Students’ Learning Motivation in primary School IPAS: The Role of a Deep Learning Approach Avika Nourma Sella; Endah Marwanti; Dyan Indah Purnama Sari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.155

Abstract

This study aims to examine the influence of the deep learning approach on students’ learning motivation in Integrated Science and Social Studies (IPAS) at the elementary school level. The study employed a quantitative method with an ex post facto design involving all Grade III students at SD Negeri Bakalan, Bantul, Yogyakarta. Data were collected through questionnaires and classroom observations and analyzed using simple linear regression. The findings indicate that the deep learning approach has a positive and statistically significant influence on students’ learning motivation, as shown by a regression coefficient of 0.165 and a significance value of 0.032 (< 0.05). The t-test result (2.278 > 1.713) also confirms a significant relationship between the variables. These findings suggest that meaningful, reflective, and student-centered learning activities contribute to stronger motivational responses among students. The study provides empirical evidence regarding the importance of deep learning in supporting motivation within elementary IPAS learning.  
Co-Authors Avika Nourma Sella Banu Setyo Adi Dyan Indah Purnama Sari Kristi Wardani Kus Eddy Sartono Megawati, Ida Qazuaini Karim Susanti, Eny Yulia