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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian Humaniora Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Scholaria: Jurnal Pendidikan dan Kebudayaan Satya Widya Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN GLASSER Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) Pendekar : Jurnal Pendidikan Berkarakter MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Education Action Research International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Ilmiah Pengembangan Pendidikan (JIPP) EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) Education and Human Development Journal Pesona Dasar : Jurnal Pendidikan Dasar dan Humaniora JTIEE (Journal of Teaching in Elementary Education) Attractive : Innovative Education Journal Jurnal Pendidikan Sains dan Komputer Online Learning in Educational Research Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Pendidikan Dasar JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) CENDEKIA PENDIDIKAN Pendekar: Jurnal Pendidikan Berkarakter Jurnal Lentera Edukasi IJoEd: Indonesian Journal on Education Satya Sastraharing: Jurnal Manajemen Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Stefanus Christian Relmasira
Universitas Kristen Satya Wacana
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Deep Learning Pedagogies Enhance AI Literacy in Elementary Students: A Five-Cycle Implementation Study Stefanus Christian Relmasira; Jonan Phillip Donaldson
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.720

Abstract

The urgency to integrate Artificial Intelligence (AI) literacy into primary education in Indonesia is driven by the increasing presence of AI technologies in everyday life and the nation’s strategic vision to prepare a future-ready workforce. However, current teaching practices remain largely behavioristic and content-driven, lacking the pedagogical depth needed to foster conceptual understanding and ethical engagement with AI. This study addresses this gap by investigating how deep-learning pedagogies—approaches that pursue deep learning as a goal through active, reflective, and collaborative experiences— can be used to improve AI literacy among fifth-grade students. Grounded in design-based research (DBR), the study implemented and refined the Associative Model of AI Literacy (AMAIL), a framework integrating cognitive constructivism, social constructivism, constructionism, and transformative learning theories. The intervention spanned five cycles in three public schools in Salatiga, involving 118 students. Learning outcomes were assessed using pre- and post-tests and student reflections, with analysis conducted through bootstrap methods and Exact McNemar’s tests. Findings showed statistically significant improvements in students’ ability to recognize AI, explain its logic, and reflect on its ethical implications. The study demonstrates how deep-learning approaches, when applied iteratively and contextually, can foster not only technical understanding but also critical and ethical AI literacy in primary education. These findings can inform educators and government stakeholders in designing and implementing pedagogical strategies that support comprehensive AI literacy development at the primary level
ANALISIS PENERAPAN TIK BERBASIS PRINSIP TOTAL QUALITY MANAGEMENT DI SMP NEGERI 4 SENTANI Andreas Resdianto; Danny Manongga; Stefanus Relmasira
Jurnal Lentera Edukasi Vol. 4 No. 1 (2026): Edisi Maret
Publisher : Bakti Cendekia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70305/jle.v4i1.204

Abstract

Penelitian ini bertujuan menganalisis penerapan Teknologi Informasi dan Komunikasi (TIK) di SMP Negeri 4 Sentani melalui perspektif Total Quality Management (TQM). Latar belakang penelitian adalah pentingnya integrasi TIK tidak hanya sebagai alat, tetapi sebagai bagian dari sistem manajemen mutu untuk peningkatan layanan pendidikan secara berkelanjutan. Menggunakan pendekatan kualitatif dengan metode studi kasus, penelitian ini menjadikan SMP Negeri 4 Sentani sebagai subjek penelitian. Pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumen dengan informan kunci meliputi kepala sekolah, koordinator TIK, dan guru. Hasil penelitian menunjukkan adanya komitmen kepemimpinan dan upaya perbaikan berkesinambungan dalam pemanfaatan TIK, yang sejalan dengan prinsip TQM. Namun, tantangan utama terletak pada aspek keterlibatan total (total involvement) di mana masih terdapat kesenjangan kompetensi TIK antar guru. Diskusi menunjukkan bahwa penerapan TIK di sekolah ini menunjukkan elemen-elemen TQM, namun belum terintegrasi secara holistik. Keberhasilan implementasi sangat bergantung pada budaya perbaikan berkelanjutan dan dukungan kepemimpinan yang kuat.
Development of AI-Enhanced Learning-Based Constructivist Training E-Module to Improve The Pedagogic Competence of Junior High School Teachers Through the Professional Learning Community Berlian Novalita Sigalingging; Bambang Ismanto; Stefanus C. Relmasira
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.1347

Abstract

This research is motivated by the low pedagogical competence of teachers in implementing constructivist learning and the minimal use of AI-Enhanced Learning technology at SMP Negeri 4 Sentani. Existing conventional training is considered ineffective in providing practical guidance on technology integration in learning. This study aims to develop a training E-Module that has been tested for validity, practicality, and effectiveness in improving teacher pedagogical competence through the Professional Learning Community (PLC) forum. Using the modified Borg and Gall Research and Development (R&D) model method. Field trial subjects involved 30 teachers. Data collection techniques used interviews, observations, questionnaires, and tests, which were analyzed using quantitative descriptive and inferential statistics (t-test and N-Gain). The results showed that the E-Module met the criteria of very valid (material experts: 3,69; media experts: 3,95) and very practical (91,05%). The effectiveness test showed a significant increase in competence (Sig. 0.000) with an N-Gain score of 0.76 (High category). The AI-Enhanced Learning-Based Constructivism Training E-Module has been proven to be feasible and effective in improving teachers' pedagogical competence and digital literacy, as well as being able to build a collaborative culture in PLC.
Pengembangan GURU CERDIG (Guru Cerdas Digital) dengan Bantuan AI untuk Perencanaan Pembelajaran Deep Learning di Sekolah Dasar Negeri Kabupaten Temanggung Gati Destiyani; Bambang Ismanto; Stefanus Christian Relmasira
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.1298

Abstract

The low level of students’ Higher-Order Thinking Skills (HOTS), as reflected in the 2022 Programme for International Student Assessment (PISA) results, together with the substantial administrative burden faced by teachers in developing high-quality deep learning lesson plans, remains a significant challenge in primary education. This study aimed to develop an AI-powered website-based platform called Guru Cerdig (Guru Cerdas Digital) to assist teachers in preparing instructional plans more efficiently and effectively. Product feasibility was evaluated using both qualitative and quantitative approaches, including validity and reliability testing, to ensure that the developed platform met acceptable standards of quality, consistency, and practical usability in educational settings. The study employed a Research and Development (R&D) methodology by integrating the ADDIE and Borg & Gall development models. Data were analyzed using a mixed-methods approach, utilizing MAXQDA for qualitative analysis and SPSS inferential statistical tests for quantitative analysis. The findings revealed that existing instructional planning practices remain largely dominated by conventional administrative procedures with limited pedagogical depth. The GURU CERDIG platform was rated as “Highly Feasible” by subject matter experts (93.83%) and IT/media experts (78.13%). From a practical perspective, the AI-powered features significantly reduced the time required to prepare instructional plans from several days to less than five minutes, with a user satisfaction rate of 48%. Furthermore, the Wilcoxon Signed-Rank Test produced a significance value of p < 0.001, indicating that the platform significantly improved the quality of instructional planning. The study concludes that GURU CERDIG represents a transformational digital ecosystem capable of enhancing teachers’ competence, efficiency, and confidence in implementing deep learning-oriented instructional practices.
IMPLEMENTASI TOTAL QUALITY MANAGEMENT (TQM) UNTUK PENINGKATAN MUTU BERKELANJUTAN DI LEMBAGA PENDIDIKAN Michael Alan Hirdi Pukada; Stefanus Christian Relmasira; Danny Manongga
Pendekar : Jurnal Pendidikan Berkarakter Vol. 3 No. 4 (2025): Agustus : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/1179

Abstract

Di tengah tantangan global dan tuntutan peningkatan mutu pendidikan, lembaga pendidikan memerlukan kerangka kerja manajemen yang sistematis untuk memastikan relevansi dan daya saing. Penelitian ini bertujuan untuk menganalisis dan merumuskan model implementasi Total Quality Management (TQM) yang komprehensif sebagai strategi untuk peningkatan mutu berkelanjutan di lembaga pendidikan. Dengan menggunakan metode kualitatif melalui pendekatan studi pustaka, penelitian ini mengumpulkan, menganalisis, dan mensintesis berbagai literatur primer dan sekunder yang relevan. Temuan utama menunjukkan bahwa implementasi TQM yang efektif harus didasarkan pada lima pilar yang saling terintegrasi: kepemimpinan transformasional yang visioner, perencanaan strategis yang berpusat pada pelanggan, manajemen proses pembelajaran yang berfokus pada keterlibatan siswa, kolaborasi dengan seluruh pemangku kepentingan, serta siklus evaluasi dan perbaikan berkelanjutan. Implikasi dari penelitian ini adalah bahwa TQM menawarkan sebuah model holistik yang memungkinkan lembaga pendidikan untuk tidak hanya memenuhi standar, tetapi juga membangun budaya mutu yang adaptif dan inovatif, sehingga mampu menghasilkan peningkatan kualitas layanan dan hasil pendidikan secara signifikan dan berkelanjutan.
IMPLEMENTASI PENGGUNAAN APLIKASI ARKAS BOS UNTUK PENGELOLAAN KEUANGAN DI SD NEGERI DELIK 01 Apriana Winedhar; Sophia Tri satyawati Sophia; Stefanus Christian Relmasira, Ph.D.
Pendekar : Jurnal Pendidikan Berkarakter Vol. 4 No. 1 (2026): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v4i1.1185

Abstract

Beberapa kegiatan di sekolah memerlukan dukungan anggaran untuk menunjang pelaksanaannya. Di sekolah negeri dan sebagian sekolah swasta, pembiayaan kegiatan operasional didukung oleh dana Bantuan Operasional Sekolah (BOS) yang bersumber dari pemerintah. Besaran dana yang diterima setiap sekolah berbeda, bergantung pada jumlah peserta didik. Oleh karena itu, diperlukan sistem administrasi dan pengelolaan dana BOS yang akuntabel, transparan, dan sesuai dengan perencanaan yang telah ditetapkan. Penelitian ini bertujuan untuk menganalisis penggunaan dana Bantuan Operasional Sekolah melalui aplikasi ARKAS dalam pengelolaan keuangan sekolah negeri. Metode yang digunakan adalah deskriptif kualitatif dengan subjek penelitian kepala sekolah dan bendahara BOS di Sekolah Dasar Negeri Deli 01, Kecamatan Tuntang, Kabupaten Semarang. Data dikumpulkan melalui observasi, wawancara, dan studi dokumentasi penggunaan ARKAS. Hasil penelitian menunjukkan bahwa implementasi ARKAS membantu sekolah dalam menyusun perencanaan anggaran secara sistematis serta meningkatkan transparansi dan akuntabilitas pengelolaan dana BOS. Namun, terdapat kendala dalam penggunaannya, seperti keterbatasan jaringan internet dan minimnya keterampilan operator. Penelitian ini merekomendasikan adanya pelatihan berkala dan pendampingan teknis bagi pengelola dana BOS agar pemanfaatan ARKAS dapat berjalan lebih optimal.
Development of an AI-Assisted Teacher Training Module for Creating Digital Storybooks in Elementary Schools Kartika Pradiningtyas; Bambang Ismanto; Stefanus C. Relmasira
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.110

Abstract

Artificial intelligence offers new opportunities for elementary school teachers to design creative literacy-based learning media, yet its pedagogical use requires structured guidance, ethical awareness, and practical training. This study aimed to develop and evaluate an AI-assisted teacher training module for creating digital storybooks in elementary schools. The study used a research and development design with a mixed-method approach based on the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 18 teachers at SD Negeri Getasan, Indonesia. Data were collected through interviews, expert validation sheets, teacher response questionnaires, cognitive tests, product assessment rubrics, reflection questionnaires, observation, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to interpret teacher needs, implementation experiences, and product refinement. The results showed that teachers had strong readiness to adopt AI, although they still needed support in story writing instruction and structured digital storybook production. Expert validation confirmed that the module was highly feasible, with scores of 88.75% from the material expert, 90.63% from the media expert, and 87.50% from the educational practitioner. The practicality test obtained 90.55%, while cognitive effectiveness reached 79.50%. Teachers’ digital storybook products achieved an average score of 3.63 and were categorized as very good. Reflection and usefulness results also indicated positive acceptance and strong potential for sustainable implementation. The main contribution of this study is not limited to producing a training module, but lies in offering an integrated teacher professional development framework that connects AI literacy, digital storytelling pedagogy, ethical evaluation, creative authorship, and school portfolio documentation.
INTEGRATING DEEP LEARNING APPROACHES INTO MATHEMATICS INSTRUCTION TO IMPROVE FORMULA MASTERY IN GRADE 5 Christina Yulinda Prihasti; Stefanus Christian Relmasira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48809

Abstract

This study was motivated by the low level of mathematical formula mastery among fifth-grade elementary school students due to surface learning, causing students to memorize formulas without understanding the concepts. This study aimed to analyze the effect of the Deep Learning approach through the Discovery Learning model on students’ mastery of mathematical formulas compared with the Cooperative Learning model. This study employed a quasi-experimental method using a non-equivalent control group design. The sample consisted of 38 fifth-grade students at SDN Kandangan 02 and SDN Kandangan 03. Data were collected using a hybrid test and analyzed through normality, homogeneity, and Independent Samples T-Test using IBM SPSS. The results showed that the experimental group I achieved a higher posttest mean score (73.684) than the experimental group II (58.947). The t-test result indicated a significant difference between the two groups with t = 2.657 and significance value 0.012 < 0.05. Therefore, the Deep Learning approach through the Discovery Learning model was more effective in improving students’ mastery of mathematical formulas.
AN EVALUATION OF MATHEMATICS INSTRUCTION IN FOSTERING CREATIVE PROBLEM-SOLVING SKILLS AMONG GRADE 3 STUDENTS Caroline Cindy Pratiwi; Stefanus Christian Relmasira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48819

Abstract

This research is motivated by field conditions where third-grade elementary school students often associate mathematics learning with feelings of fear, difficulty, and exhaustion, which ultimately hinders the emergence of Creative Problem Solving (CPS) skills. This study aims to describe students' problem-solving processes and difficulties, analyze the teacher's role as a facilitator, and evaluate the implementation of creative problem-solving instruction. A quantitative approach utilizing a Quasi-Experimental Design (Two-Treatment Design) was employed. The research sample consisted of a student group at SDN Jogoyasan receiving the Problem Based Learning (PBL) model and a student group at SDN Keditan receiving the Discovery Learning (DL) model. Data were collected through test techniques (pretest-posttest) and non-test methods (Y-Chart reflection instrument), which were analyzed statistically using SPSS and qualitatively using MAXQDA 2020 software. Hypothesis testing results revealed that both learning models had a highly significant effect on improving students' CPS abilities (p < 0.001). The PBL class experienced a Gain Score increase of 20.71 points, while the DL class increased by 18.46 points. Qualitative findings indicated that the use of concrete learning media and the creation of a Joyful Learning environment effectively transformed negative emotions into metacognitive awareness (Mindful Learning), making students braver and more enthusiastic in exploring problem-solving strategies. In conclusion, the integration of PBL and DL models with a Deep Learning approach is effectively implemented to enhance the CPS skills of third-grade elementary school students.
Co-Authors ., Oktafrianto Adi, Windu Antaka AGNES KUMBARANINGTYAS Agni Maya Savira Agustina Tyas Asri Hardini Amzani, Arum Alfi Andita Putri Surya Andreas Resdianto Antaka Adi, Windu Apriana Winedhar Arum Alfi Amzani Bambang Ismanto Bayu Gunawan Berlian Novalita Sigalingging Caroline Cindy Pratiwi Chanifah, Miftichatun Chofifah, Nur Chrisma Prateila Kusumaningsih Christina Yulinda Prihasti Danny Manongga Deky Magay Deky Magay Destiyani, Gati Dhea Afif Anandari Dwijayani, Rizki Dyah Anggraini Edy Sispariyanto Elisabet Elisabet, Elisabet Erna Sefriani Sabuna Fiana, Rista Okta Fitri Wulandari frianto, Okta frianto, Okta Gati Destiyani Gloria Yohana Kristuti Henny Dewi Koeswanti Herawati, Indah Aviolita Herawati, Indah Aviolita Herry Sanoto Ika Yunita Indira M. S. Ferdinandus J, Janelle Lee Janelle Lee J Janelle Lee Juneau Jonan Phillip Donaldson Juneau, Janelle L Juneau, Janelle L Juneau, Janelle L. Juneau, Janelle Lee Juneau, Janelle Lee Kartika Pradiningtyas Laras Sitoayu Lee J, Janelle Meisatila Eriana Putri Merrante, Cyndy Tulen Messi Ana Jayati Mesti Fajar Romadhoni Michael Alan Hirdi Pukada Miftichatun Chanifah Nahgiyah, Eva Nahgiyah, Eva Nopitasari, Liya Nugraheni, Beti Nugrahwidi, Enggaringtyas Dewi Nur Fitri Rizkiyah Nur Fitri Rizkiyah Nur Hidayah Nur Hidayah Pinda, Feprina Pindi Darma Hutama Purwoko, Agus Putri Ayuningtyas Qurrotul Aini Rico Dwi Kristanto Rista Okta Fiana Rita Yuliani, Rita Rose-Marie Thrupp, Rose-Marie Sakristi, Maria Putri Savira, Agni Maya Sophia Tri Satyawati Sudarwanto, Wisnu Vilia Dechressya Tomatala Wahyu Purnaningsih Widia Sari, Avita Widya Wijayanti Widyaningrum, Neni Widyawati, Defrina Martha Wijayanti, Rizky Ratna Yari Dwikurnaningsih Yayi Suryo Prabandari Yunita Ery Setyowati Zahra, Rizkika Amatullah