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The Impact of Scaffolding Strategies Within the Zone of Proximal Development on Fourth-Grade Students’ Conceptual Understanding in Mathematics Yuyun Yumiarty; Ummi Putri Sakina; Irni Latifa Irsal; Guntur Gunawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7523

Conceptual understanding in mathematics remains a persistent challenge for elementary students, particularly when instructional strategies fail to match their developmental needs. This study investigates the effectiveness of scaffolding strategies based on Vygotsky’s Zone of Proximal Development (ZPD) in enhancing fourth-grade students’ conceptual understanding in mathematics. A quasi-experimental design with a non-equivalent control group was employed, involving 52 fourth-grade students from MIN 03 Kepahiang. Participants were divided into two groups: one received instruction using ZPD-based scaffolding strategies, while the other experienced conventional teaching methods. Data were collected through validated descriptive pre- and post-tests and analyzed using paired sample t-tests and two-way ANOVA. The findings indicate that scaffolding strategies significantly improved students’ conceptual understanding compared to conventional methods (p 0.05). Students at the actual developmental level achieved higher scores (M = 75.15) than those at the potential level (M = 59.88). A significant interaction effect (p 0.05) was found between teaching strategy and ZPD level, suggesting that scaffolding is more effective for students at the potential development level, while conventional methods better support students at the actual level. The study supports the use of developmentally appropriate scaffolding to enhance mathematical understanding. However, limitations include the study’s short intervention duration and single-school setting. Future research should explore long-term effects, apply ZPD-based scaffolding across diverse contexts, and investigate the use of technology for dynamic ZPD assessment. These findings reinforce the need for tailored instruction in mathematics education.

PENGARUH LITERASI DIGITAL TERHADAP SELFT REGULATED LEARNING DENGAN PEMANFAATAN TEKNOLOGI SEBAGAI VARIABEL MODERATOR (PENDEKATAN SEM) Gunawan, Guntur
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9656

ABSTRACT Digital transformation in higher education requires students not only to master technology but also to regulate their own learning processes effectively. In this context, digital literacy and technology utilization are considered two critical factors that may influence self-regulated learning (SRL), including the possibility of an interactive relationship between them. This study aims to analyze the effect of digital literacy on SRL, examine the contribution of technology utilization to SRL, and evaluate the moderating role of technology utilization among PGMI students at IAIN Curup. The research employed an explanatory design using a survey method involving 150 purposively selected students. Data were collected through a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with a bootstrapping technique. The findings indicate that both digital literacy and technology utilization have positive and significant effects on SRL. However, the moderating effect was found to be negative and significant, suggesting that higher levels of technology utilization may weaken the influence of digital literacy on self-regulated learning. These results confirm that digital literacy serves as a primary determinant of SRL, while technology functions as a contextual factor that can alter the strength of this relationship. This study contributes by demonstrating that the relationship between digital competence and self-regulation is conditional, offering implications for the design of technology-enhanced learning environments that preserve student agency. ABSTRAK Transformasi digital di pendidikan tinggi menuntut mahasiswa tidak hanya menguasai teknologi, tetapi juga mampu mengelola proses belajarnya secara mandiri. Dalam konteks tersebut, literasi digital dan pemanfaatan teknologi dipandang sebagai dua faktor penting yang berpotensi memengaruhi self-regulated learning (SRL), termasuk kemungkinan adanya hubungan interaktif di antara keduanya. Penelitian ini bertujuan untuk menganalisis pengaruh literasi digital terhadap SRL, menguji kontribusi pemanfaatan teknologi terhadap SRL, serta mengevaluasi peran pemanfaatan teknologi sebagai variabel moderator pada mahasiswa PGMI IAIN Curup. Penelitian menggunakan pendekatan eksplanatori dengan metode survei terhadap 150 mahasiswa yang dipilih secara purposive. Data dikumpulkan melalui kuesioner skala Likert dan dianalisis menggunakan Structural Equation Modeling (SEM) berbasis Partial Least Squares dengan teknik bootstrapping. Hasil analisis menunjukkan bahwa literasi digital dan pemanfaatan teknologi berpengaruh positif dan signifikan terhadap SRL. Namun, efek moderasi yang ditemukan bersifat negatif dan signifikan, yang menunjukkan bahwa peningkatan intensitas pemanfaatan teknologi dapat memperlemah pengaruh literasi digital terhadap regulasi diri belajar. Temuan ini menegaskan bahwa literasi digital merupakan determinan utama SRL, sementara teknologi berfungsi sebagai faktor kontekstual yang dapat mengubah kekuatan hubungan tersebut. Penelitian ini berkontribusi dengan menunjukkan bahwa relasi antara kompetensi digital dan regulasi diri bersifat kondisional, serta memberikan implikasi bagi perancangan pembelajaran berbasis teknologi yang tetap menjaga agensi mahasiswa.

Pelaksanaan Proyek Penguatan Profil Pendidikan Pancasila Studi pada Tema Kearifan Lokal Restu Abdiyantoro; Mega Fitri; Guntur Gunawan; Muhammad Istan; Paidi Gusmuliana
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i2.80

Penelitian ini membahas tentang Bagaimana keterlaksanaan Projek Penguatan Profil Pelajar Pancasila Pada Tema Kearifan Lokal Kelas IV Di SDN 02 Rejang Lebong. Tujuan penelitian ini adalah untuk Mendeskripsikan Keterlaksanaan Projek Penguatan Profil Pelajar Pancasila Pada Tema Kearifan Lokal KelasIV di SDN 02 Rejang Lebong. Teknik pengambilan sampel menggunakan kuesioner dengan sumber peneliti yaitu siswa kelas IV. Alat uji analisis yang digunakan adalah SPSS dengan teknik korelasi pearson product moment. Hasil penelitian ini menunjukkan bahwa bahwa dari Dimensi Bernalar Kritis dengan interval Cukup Baik sebanyak 75%. Kemudian untuk Dimensi BerkebhinekaanGlobal dengan interval Cukup Baik juga yaitu sebanyak 81%. Dan dari kedua Dimensi tersebut didapatkan interval Sangat Baik sebanyak 87% keterlaksanaan dan dapat di simpulkan Projek Penguatan Profil Pelajar Pancasila berjalan dengan sangat baik. Peserta didik mampu menerapkan dimensi Profil Pelajar Pancasila yang terdapat pada modul projek temakearifan lokal. Pada kegiatan ini peserta didik diharapkandapat menerapkan nilai-nilai Pancasila pada kegiatan apapun.

Pengaruh Intensitas Belajar Dan Lingkungan Sekolah Terhadap Hasil Belajar Peserta Didik Pada Materi Sholat Fardhu Novita Diana Sari; Sukma Eka Wijaya; Tamama Hafizah; Rani Selviani; Guntur Gunawan; Muhammad Istan; Paidi Gusmuliana
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 1 (2024): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i1.82

This study discussed whether there was an influence of study intensity and school environment on student learning outcomes in the subject of Fardhu Prayer at SMP Negeri 05 Lebong. The purpose of this study was to determine how study intensity and the environment influenced student outcomes in the Fardhu Prayer material. The sampling technique used was a questionnaire with the researchers' source being seventh grade students, and observations were also utilized. The analytical tools used included SPSS with Descriptive Analysis, Inferential Analysis, T-test, and F-test as the analysis methods, along with the Pearson product-moment correlation technique. This research shows that study intensity, school environment, and learning outcomes reveal significant findings that indicate a strong and positive influence of several factors on student learning outcomes in the subject of Fardhu Prayer. Through the t-test, it is found that both study intensity and the school environment individually have a significant impact, with a t-value of 3.225 each, far exceeding the t-table value of 1.664 and a p-value of 0.002. Furthermore, the F-test, which combines both variables, shows an F-value of 7.242, exceeding the F-table value of 3.12 and a very low p-value (0.001), indicating an effective synergy between the two factors in enhancing material understanding. These results affirm the importance of intensifying efforts to maintain a conducive learning environment and encouraging students to increase their study intensity to achieve optimal learning outcomes.

Pengaruh Kegiatan Ekstrakurikuler Pengajian Al-Qur’an Terhadap Aktivitas Belajar Siswa pada Mata Pelajaran PAI Riskan Junaidi; wiwik damayanti; Roja Saputra; Novita Sari; Guntur Gunawan; Muhammad Istan; Paidi Gusmuliana
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 3 (2024): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v2i3.109

Penelitian ini membahas tentang Bagaimana Kegiatan ekstrakulikuler pengajian alquran dengan aktifitas belajar pada siswa SMA 4 Rejang Lebong. Tujuan penelitian ini adalah untuk Mendeskripsikan Bagaimana pengaruh Kegiatan ekstrakulikuler pengajian alquran dengan aktifitas belajar pada siswa SMA 4 Rejang Lebong. Teknik pengambilan sampel menggunakan kuesioner dengan sumber peneliti yaitu siswa kelas 10 penelitian ini menggunakan jenis penelitian kuantitatif dengan pendekatan determinatif. Hasil penelitian ini menunjukkan bahwa pelaksanaan kegiatan ini tergolong "Cukup Baik" dengan skor variabel x sebesar 1226 dan y sebesar 1239, masing-masing dalam kategori “Baik” pada persentase 46-60%. Analisis menunjukkan bahwa kegiatan ini memiliki pengaruh kuat atau tinggi terhadap aktivitas belajar siswa, dengan koefisien korelasi 0,84 dan determinasi 70,56%. Hal ini menunjukkan bahwa kegiatan Pengajian Al-Qur’an membantu mengembangkan minat, bakat, dan pemikiran kritis siswa, serta meningkatkan prestasi baik di sekolah maupun dalam kegiatan tersebut.

The Effect of Social Media Use Intensity on Motivation-Mediated Learning Concentration: SEM Method Guntur Gunawan
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.141

This study aims to analyze the influence of the intensity of social media use on student learning concentration with learning motivation as a mediating variable. The study uses a quantitative approach with an explanatory survey design. The sample amounted to 100 students, which was determined through the quota sampling technique. The research instruments were compiled based on indicators of social media use intensity, learning motivation, and learning concentration that have been developed from relevant literature. Data were collected through questionnaires and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS) with a bootstrapping procedure to test the significance of direct and indirect influence paths. The results of bootstrapping analysis showed that the intensity of social media use had a positive and significant effect on learning motivation (β = 0.506; T = 4.415; p < 0.001). Learning motivation also had a positive and significant effect on learning concentration (β = 0.812; T = 17.084; p < 0.001). In addition, the indirect effect of the intensity of social media use on learning concentration through learning motivation was also significant (β = 0.411; T = 3,883; p < 0.001), which indicates partial mediation. In conclusion, the intensity of the use of social media can increase students' learning concentration both directly through increasing learning motivation and through motivational mediation mechanisms. This shows that educators and policymakers must adopt an effective way of incorporating social media within the educational setting in order to motivate the learners and help them focus.

PENGARUH LITERASI DIGITAL TERHADAP SELFT REGULATED LEARNING DENGAN PEMANFAATAN TEKNOLOGI SEBAGAI VARIABEL MODERATOR (PENDEKATAN SEM) Guntur Gunawan
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9656

ABSTRACT Digital transformation in higher education requires students not only to master technology but also to regulate their own learning processes effectively. In this context, digital literacy and technology utilization are considered two critical factors that may influence self-regulated learning (SRL), including the possibility of an interactive relationship between them. This study aims to analyze the effect of digital literacy on SRL, examine the contribution of technology utilization to SRL, and evaluate the moderating role of technology utilization among PGMI students at IAIN Curup. The research employed an explanatory design using a survey method involving 150 purposively selected students. Data were collected through a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with a bootstrapping technique. The findings indicate that both digital literacy and technology utilization have positive and significant effects on SRL. However, the moderating effect was found to be negative and significant, suggesting that higher levels of technology utilization may weaken the influence of digital literacy on self-regulated learning. These results confirm that digital literacy serves as a primary determinant of SRL, while technology functions as a contextual factor that can alter the strength of this relationship. This study contributes by demonstrating that the relationship between digital competence and self-regulation is conditional, offering implications for the design of technology-enhanced learning environments that preserve student agency. ABSTRAK Transformasi digital di pendidikan tinggi menuntut mahasiswa tidak hanya menguasai teknologi, tetapi juga mampu mengelola proses belajarnya secara mandiri. Dalam konteks tersebut, literasi digital dan pemanfaatan teknologi dipandang sebagai dua faktor penting yang berpotensi memengaruhi self-regulated learning (SRL), termasuk kemungkinan adanya hubungan interaktif di antara keduanya. Penelitian ini bertujuan untuk menganalisis pengaruh literasi digital terhadap SRL, menguji kontribusi pemanfaatan teknologi terhadap SRL, serta mengevaluasi peran pemanfaatan teknologi sebagai variabel moderator pada mahasiswa PGMI IAIN Curup. Penelitian menggunakan pendekatan eksplanatori dengan metode survei terhadap 150 mahasiswa yang dipilih secara purposive. Data dikumpulkan melalui kuesioner skala Likert dan dianalisis menggunakan Structural Equation Modeling (SEM) berbasis Partial Least Squares dengan teknik bootstrapping. Hasil analisis menunjukkan bahwa literasi digital dan pemanfaatan teknologi berpengaruh positif dan signifikan terhadap SRL. Namun, efek moderasi yang ditemukan bersifat negatif dan signifikan, yang menunjukkan bahwa peningkatan intensitas pemanfaatan teknologi dapat memperlemah pengaruh literasi digital terhadap regulasi diri belajar. Temuan ini menegaskan bahwa literasi digital merupakan determinan utama SRL, sementara teknologi berfungsi sebagai faktor kontekstual yang dapat mengubah kekuatan hubungan tersebut. Penelitian ini berkontribusi dengan menunjukkan bahwa relasi antara kompetensi digital dan regulasi diri bersifat kondisional, serta memberikan implikasi bagi perancangan pembelajaran berbasis teknologi yang tetap menjaga agensi mahasiswa.

TECHNOLOGY LITERACY AND LEARNING ENVIRONMENT AS PREDICTORS OF STUDENTS' ACADEMIC ACHIEVEMENT: THE MEDIATING ROLE OF AI UTILIZATION Gunawan, Guntur; Yumiarty, Yuyun
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 3 (2026): Volume 10, Nomor 3, June 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i3.55569

This study aims to analyze the effects of Technology Literacy and Learning Environment on Academic Achievement, with AI Utilization serving as a mediating variable among PGMI students at IAIN Curup. The research employed a quantitative approach using an explanatory design and a survey method. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS 4) to examine direct, indirect, and mediating relationships among variables. The results revealed that Technology Literacy had a positive and significant effect on Academic Achievement (β = 0.133; p = 0.032), while Learning Environment demonstrated a stronger positive effect (β = 0.468; p = 0.000). Furthermore, AI Utilization significantly mediated the relationship between Technology Literacy and Academic Achievement (β = 0.182; p = 0.000), as well as the relationship between Learning Environment and Academic Achievement (β = 0.119; p = 0.001). The model showed substantial explanatory power, with R² values of 0.741 for Academic Achievement and 0.711 for AI Utilization. These findings indicate that academic success in higher education is influenced not only by students’ technological competence and supportive learning environments but also by their ability to utilize AI effectively in learning activities. The novelty of this study lies in positioning AI Utilization as a central mechanism linking individual and environmental factors to academic outcomes within teacher education. Practically, the findings suggest that universities should strengthen digital literacy, improve technology-supported learning environments, and promote responsible AI integration. Such efforts can enhance academic performance and prepare future educators for educational ecosystems.

Technology Utilization and Digital Literacy as Predictors of Learning Interest: Examining the Role of Self-Regulated Learning Gunawan, Guntur; Yumiarty , Yuyun
International Journal of Electronics and Communications Systems Vol. 6 No. 1 (2026): International Journal of Electronics and Communications System
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijecs.v6i1.31008

This study examined the relationships among technology utilization, digital literacy, self-regulated learning (SRL), and students' learning interest, with SRL serving as a mediating variable. An explanatory cross-sectional survey design was employed, involving 150 students from the PGMI Study Program at IAIN Curup selected through simple random sampling. Data were collected using a five-point Likert-scale questionnaire measuring technology utilization, digital literacy, self-regulated learning, and learning interest. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4 with a bootstrapping procedure (add: 5,000 resamples, if applicable). The results showed that technology utilization was positively associated with self-regulated learning (β = 0.279, p = 0.001), while digital literacy was positively associated with self-regulated learning (β = 0.532, p = 0.000). Furthermore, self-regulated learning was positively associated with learning interest (β = 0.551, p = 0.000). Digital literacy demonstrated a positive direct association with learning interest (β = 0.179, p = 0.050), whereas technology utilization was not directly associated with learning interest (β = 0.081, p = 0.252). Indirect association analysis indicated that self-regulated learning fully mediated the relationship between technology utilization and learning interest and partially mediated the relationship between digital literacy and learning interest. The structural model explained 59.1% of the variance in self-regulated learning and 57.5% of the variance in learning interest. These findings highlight the important role of self-regulated learning in linking students' digital competencies and technology utilization with learning interest in higher education.

Analisis Permasalahan Pembelajaran Berdiferensiasi Pada Mata Pelajaran Pendidikan Agama Islam di SDUA Taman Harapan Curup Novita Diana Sari; Dewi Purnamasari; Guntur Gunawan
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.3869

Abstrak: Studi ini ingin memahami tantangan dan solusi yang muncul saat pembelajaran berdiferensiasi diterapkan dalam pelajaran Pendidikan Agama Islam di SDUA Taman Harapan Curup. Penelitian mengadopsi pendekatan kualitatif dengan rancangan kasus tunggal. Delapan guru PAI dipilih menjadi informan melalui teknik purposive sampling. Data dihimpun lewat observasi langsung, wawancara semi-terstruktur, dan pengumpulan dokumen, kemudian dianalisis dengan model interaktif Miles dan Huberman. Temuan menunjukkan perencanaan, pelaksanaan, dan penilaian pembelajaran berdiferensiasi masih terhambat. Hambatan utama antara lain sulitnya mengenali kebutuhan belajar tiap siswa, kurangnya media dan alat ajar, pengelolaan kelas yang beragam, serta penyusunan dan pelaksanaan tes yang akomodatif. Penyebabnya bersumber dari dalam (rendahnya pemahaman dan keterampilan guru) maupun dari luar (fasilitas terbatas, kurikulum kaku, dan dukungan masyarakat). Sebagai respons, para guru melakukan pelatihan rutin, berkolaborasi, memanfaatkan ragam metode dan media, serta merancang penilaian adaptif. Dengan demikian, dukungan kebijakan dan peningkatan kapasitas guru berkelanjutan diperlukan agar pembelajaran berdiferensiasi di sekolah dasar benar-benar optimal.Kata kunci: pembelajaran berdiferensiasi, PAI, permasalahan, faktor, solusi.

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