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All Journal Journal AL-MUDARRIS JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pembelajaran Sains Educatif: Journal of Education Research Experiment: Journal of Science Education Jurnal Cakrawala Pendas J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Educatif: Journal of Education Research Al Ibtida: Jurnal Pendidikan Guru MI International Journal of Educational Narratives
Rizki Amelia
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Development of Web E-Scaffolding Based on Scientific Explanation as Teaching Materials for Primary School Pre-service Teachers Rizki Amelia
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 8 No. 2 (2021): October 2021
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v8i2.8253

Abstract

AbstractScience learning does not only involve facts and concepts but also ways of thinking, explaining scientifically, and doing a practicum. Unfortunately, existing e-learning and/or social media have not been able to facilitate the implementation of online practicums. Therefore, an e-scaffolding website based on scientific explanations is needed as teaching media and materials since learning is mostly conducted online during the Covid-19 pandemic. This study aims to describe the development process and the validity and legibility of the e-scaffolding website to develop scientific explanations for elementary school pre-service teachers. The development of this e-scaffolding website refers to the development model developed by Lee and Owens (2004). The instrument of this study was a questionnaire using a Likert scale. There are 3 kinds of questionnaires used, including the material validation questionnaire by the expert validator, the media validation questionnaire by the expert validator, and the student readability test questionnaire. The results showed that the average product validation results on the website aspect were 84% and, on the e-scaffolding aspect was 86.67%. While the results of the product readability test were 82.29%. This means that the development of the e-scaffolding website based on scientific explanations is very valid and very feasible to use in developing the scientific explanation abilities of elementary school pre-service teachersKeywords: website e-scaffolding, scientific explanation, teaching materials. AbstrakDalam pembelajaran sains tidak hanya melibatkan fakta dan konsep, tetapi juga cara berpikir dan menjelaskan secara ilmiah. Selain itu, dalam pembelajaran sains juga membutuhkan praktikum. Sayangnya, e-learning atau media sosial yang ada belum dapat memfasilitasi pelaksanaan praktikum online. Oleh karena itu, dibutuhkan website e-scaffolding berbasis penjelasan ilmiah sebagai media dan bahan ajar di masa pandemi Covid-19. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan dan kevalidan serta keterbacaan website e-scaffolding untuk mengembangkan scientific explanation calon guru sekolah dasar. Pengembangan website e-scaffolding ini mengacu pada model pengembangan yang dikembangkan oleh Lee & Owens. Instrumen pengumpulan data berupa angket dengan menggunakan skala likert. Angket yang digunakan ada 3 macam, yaitu angket validasi materi oleh validator, angket validasi media oleh validator, dan angket uji keterbacaan siswa. Hasil penelitian menunjukkan bahwa rata-rata hasil validasi produk pada aspek website sebesar 84% dan pada aspek e-scaffolding sebesar 86,67%. Sedangkan hasil uji keterbacaan produk sebesar 82,29%. Hal ini berarti bahwa pengembangan website e-scaffolding berbasis penjelasan ilmiah sangat valid dan sangat layak digunakan dalam mengembangkan kemampuan penjelasan ilmiah calon guru sekolah dasar.Kata kunci: website e-scaffolding, penjelasan ilmiah, bahan ajar.
Need Analysis of Integrated Science Digital Teaching Materials with Blended Learning Models in the New Normal Era for PGMI Students throughout East Java Rizki Amelia
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 1 (2023): June 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i1.12021

Abstract

AbstractThe Covid-19 pandemic has affected all sectors of life, including education. During the Covid-19 pandemic, all tertiary institutions changed learning process by using blended learning, including the Madrasah Ibtidaiyah Teacher Education (PGMI) study program throughout East Java. Blended learning can only be successful when paired with instructional resources tailored to each student's individual requirements. This research aims to identify and evaluate gaps in East Java's PGMI student population's access to digital scientific instruction resources that are compatible with blended learning pedagogies. This study employed a quantitative survey method involving PGMI students throughout East Java. Data were collected using questionnaires distributed online. Need analysis included learning characteristics, teaching materials, and learning orientation. Based on the analysis that has been done, it is concluded that students need interactive teaching materials based on problem-based learning equipped with virtual practicums or online students worksheets.Keywords: digital teaching materials, blended learning, new normal era.AbstrakPandemi Covid-19 telah mempengaruhi semua sektor kehidupan, termasuk pendidikan. Di masa pandemi Covid-19, seluruh perguruan tinggi mengubah proses pembelajaran dengan menggunakan blended learning, termasuk program studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) se-Jawa Timur. Blended learning hanya dapat berhasil apabila dipasangkan dengan sumber daya instruksional yang disesuaikan dengan kebutuhan individu masing-masing mahasiswa. Penelitian ini bertujuan untuk mengidentifikasi dan mengevaluasi kesenjangan akses populasi mahasiswa PGMI se-Jawa Timur terhadap sumber pengajaran sains digital yang kompatibel dengan pedagogi pembelajaran campuran. Penelitian ini menggunakan metode survei kuantitatif yang melibatkan mahasiswa PGMI se-Jawa Timur. Pengumpulan data dilakukan dengan menggunakan kuesioner yang disebarkan secara online. Analisis kebutuhan meliputi karakteristik pembelajaran, bahan ajar, dan orientasi pembelajaran. Berdasarkan analisis yang telah dilakukan, disimpulkan bahwa siswa membutuhkan bahan ajar interaktif berbasis pembelajaran berbasis masalah yang dilengkapi dengan praktikum virtual atau LKS online.Kata kunci: bahan ajar digital, blended learning, era new normal.
Need Analysis of Digital Microlearning Materials with Scaffolding for Generation Z Pre-Service Teachers in Islamic Primary Education Rizki Amelia; Agus Mukti Wibowo; Sigit Priatmoko; Wiku Aji Sugiri; Galih Puji Mulyoto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18811

Abstract

AbstractThis study aims to analyze the need for digital teaching materials based on microlearning with scaffolding to support Generation Z pre-service elementary school teachers. The research method used was a quantitative descriptive survey, with data collected through an online questionnaire filled out by 216 Generation Z students, pre-service teachers in the Madrasah Ibtidaiyah Education Study Program (PGMI) at UIN Maulana Malik Ibrahim Malang, Indonesia. The study results indicate that most students have adequate access to digital devices and the internet and a strong preference for the blended learning method. Students also prefer short and interactive video-based teaching materials, which support flexibility in arranging time and place of study. These findings emphasize the importance of developing microlearning teaching materials for the characteristics of the digital native generation. Scaffolding is identified as a supportive approach in compiling microlearning-based teaching materials. Therefore, it can provide gradual guidance that helps students understand the material more deeply. All in all, this study provides insight into developing teaching materials that are adaptive, effective, and in line with learning needs in the digital era.Keywords: microlearning, scaffolding, Gen Z.AbstrakPenelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar digital berbasis microlearning dengan scaffolding untuk mendukung calon guru SD Generasi Z. Metode penelitian yang digunakan adalah survei deskriptif kuantitatif, dengan data dikumpulkan melalui kuesioner daring yang diisi oleh 216 mahasiswa Generasi Z calon guru Program Studi Pendidikan Guru Madrasah Ibtidaiyah UIN Maulana Malik Ibrahim Malang, Indonesia. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki akses yang memadai terhadap perangkat digital dan internet serta preferensi yang kuat terhadap metode blended learning. Mahasiswa juga lebih menyukai bahan ajar berbasis video yang singkat dan interaktif, yang mendukung fleksibilitas dalam mengatur waktu dan tempat belajar. Temuan ini menekankan pentingnya pengembangan bahan ajar microlearning bagi karakteristik generasi digital native. Scaffolding diidentifikasi sebagai pendekatan yang suportif dalam menyusun bahan ajar berbasis microlearning. Dengan demikian, scaffolding dapat memberikan bimbingan bertahap yang membantu mahasiswa memahami materi lebih dalam. Secara keseluruhan, penelitian ini memberikan wawasan tentang pengembangan bahan ajar yang adaptif, efektif, dan sejalan dengan kebutuhan pembelajaran di era digital.Kata kunci: pembelajaran mikro, scaffolding, Gen Z.
DESIGNING AND VALIDATING A PROBLEM-BASED LEARNING GAMIFICATION MODEL TO ENHANCE TEACHING COMPETENCIES AMONG PROSPECTIVE ELEMENTARY ISLAMIC SCHOOL TEACHERS Wiku Aji Sugiri; Rizki Amelia; Sigit Priatmoko; Agus Mukti Wibowo; Tsaniyah Nafi'ah
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v10i1.862

Abstract

This research aimed to develop a Problem-Based Learning Gamification (PBLG) model that is valid and practical for prospective Madrasah Ibtidaiyah (Islamic Elementary School) teachers. The study employed a Research and Development (R&D) methodology. The developed model was rigorously validated by experts to assess its theoretical foundation, syntactic clarity, and component suitability. Expert validation results have indicated that the model has achieved a very high validity level of 98.12% (categorized as Highly Valid). The PBLG model has been proven to possess a strong theoretical basis and logical syntax, effectively integrating all stages of Problem-Based Learning (PBL) with significant gamification elements designed to enhance student motivation and active engagement. This model is academically sound and holds the potential to serve as an innovative instructional reference to support the development of prospective teachers' competencies within a problem-based learning context.
Transforming Primary Educators’ Leadership in the 21st Century: The Mediating Role of AI Self-Efficacy on the Relationship between Digital Growth Mindset and Teacher Leadership Rizki Amelia; Suyono Suyono; Oktaviani Adhi Suciptaningsih; Wiku Aji Sugiri
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3784

Abstract

Background. The integration of artificial intelligence in the basic education ecosystem demands the active role of educators as agents of change. However, the effectiveness of teachers’ leadership in technology adoption is highly dependent on their cognitive readiness and self-confidence in dynamic digital tools. Purpose. This quantitative research aims to examine the influence of Digital Growth Mindset (DGM) on Teacher Leadership (TL) in the AI era, as well as analyze the mediating role of AI Self-Efficacy (AISE) in this relationship. This study seeks to explore the pathways through which individual mindsets associate with collective leadership behaviors. Method. This study involved 288 primary school educators in Indonesia, predominantly situated in rural and district areas, selected through purposive sampling techniques. Data were collected using a structured questionnaire that measured DGM, AISE, and TL. Data analysis was carried out using the Structural Equation Modeling approach based on Partial Least Squares (PLS-SEM) to test the hypothesis of direct and indirect effects. Results. The findings show that Digital Growth Mindset has a substantial and significant direct effect on AI Self-Efficacy (  = 0.752, p < 0.001), but has a small direct effect on Teacher Leadership (  = 0.252, p = 0.001). Furthermore, AI Self-Efficacy proved to be a significant mediator bridging the influence of DGM on TL (  = 0.417, p < 0.001). This confirms that a developing mindset alone is not enough to encourage teacher leadership without strong technical confidence. Conclusion. This study makes a theoretical contribution by highlighting AISE as a critical mediating pathway linking cognition and the professional actions of educators. Practically, educational institutions are advised to prioritize professional development programs that not only instill a digital mindset, but also build technical self-efficacy through peer mentoring to ensure the success of systemic digital transformation in schools.
Co-Authors Agus Mukti Wibowo Ahmad Abtokhi Fajar Rohman Hariri Firda Dwi Cahyati Galih Puji Mulyoto Hasan Said Tortop Hayuni Retno Widarti Helga Salsabila Imam Rofiki Joshua Abah ABAH Mulyoto, Galih Puji Nuchrurita Rosida Nuchrurita Rosida Oktaviani Adhi Suciptaningsih Sabrina Azzahro Sesaria Prima Yudhaningtyas Sigit Priatmoko Sugiri, Wiku Aji Suyono Suyono Tiara Intan Cahyaningtyas Tsaniyah Nafi&#039;ah Wiku Aji Sugiri Zakiya Sakina