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Pengaruh Profil Pelajar Pancasila dan Pola Asuh Orang Tua terhadap Sikap Toleransi Siswa Sekolah Dasar Ivana Sri Rahayu; Septian Aji Permana; Andayani Andayani
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 3 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i3.5704

Penelitian ini bertujuan untuk menganalisis pengaruh profil pelajar Pancasila dan pola asuh orang tua terhadap sikap toleransi peserta didik SD kelas V di Kecamatan Prambanan. Penelitian ini menggunakan metode deskriptif kuantitatif dengan pendekatan survei terhadap 277 peserta didik kelas V di Kecamatan Prambanan yang dipilih menggunakan teknik proportionate random sampling dari populasi peserta didik kelas V se-Kecamatan Prambanan tahun pelajaran 2024/2025, dengan jumlah sampel ditentukan menggunakan rumus Slovin. Data dikumpulkan melalui tiga instrumen kuesioner berskala Likert (1-4) yang mengukur profil pelajar Pancasila (8 butir), pola asuh orang tua (20 butir), dan sikap toleransi (12 butir), yang telah dinyatakan valid dan reliabel pada tahap uji coba instrumen dengan nilai reliabilitas berturut-turut sebesar 0,760, 0,810, dan 0,828. Analisis data dilakukan menggunakan regresi linier sederhana dan regresi linier berganda dengan bantuan program SPSS versi 27, didahului dengan uji asumsi klasik (normalitas, multikolinieritas, dan heteroskedastisitas) yang seluruhnya terpenuhi. Hasil penelitian menunjukkan bahwa profil pelajar Pancasila berpengaruh signifikan terhadap sikap toleransi (β=0,522; t=9,386; sig=0,000), dan pola asuh orang tua juga berpengaruh signifikan terhadap sikap toleransi (β=0,376; t=6,748; sig=0,000). Secara simultan, kedua variabel tersebut berpengaruh signifikan terhadap sikap toleransi (F=392,771; sig=0,000), dengan koefisien determinasi (R²) sebesar 0,741, yang berarti 74,1% variasi sikap toleransi peserta didik dapat dijelaskan oleh kedua variabel bebas tersebut, sedangkan sisanya 25,9% dijelaskan oleh faktor lain di luar model. Dapat disimpulkan bahwa profil pelajar Pancasila dan pola asuh orang tua merupakan dua faktor yang saling menguatkan dan perlu diperkuat secara sinergis, baik melalui pembiasaan di sekolah maupun penerapan pola asuh yang tepat di rumah, guna mengoptimalkan sikap toleransi peserta didik sekolah dasar.

Development of Artificial Intelligence (AI)-Based Chatbots to Support Independent Learning in the Distance Education System Suryo Prabowo; Abd Ghofur; Andayani Andayani; Suryo Prabowo; Abd Ghofur; Andayani; Bramianto Setiawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.12

The increasing use of Artificial Intelligence (AI) in higher education creates new opportunities to provide flexible academic support for students in distance education. However, independent learners still face difficulties in obtaining immediate clarification, contextual explanations, step-by-step guidance, and responsive feedback when studying outside scheduled lecturer interactions. The novelty of this study lies in developing a course-oriented AI-based chatbot as structured pedagogical support for independent learning across geographically distributed distance learners. This study aimed to develop and evaluate the chatbot in terms of validity, practicality, usability, and perceived support for independent learning. Educational Design Research (EDR) was employed through three phases: Analysis and Exploration, Design and Construction, and Evaluation and Reflection. The study involved 100 undergraduate students from four regional learning centers—Bandung, Purwokerto, Bogor, and Yogyakarta—with 25 students from each location, as well as three expert validators. Data were collected using needs-analysis questionnaires, expert-validation instruments, practicality and usability questionnaires, and independent-learning support questionnaires. The needs analysis showed strong demand for flexible access, contextual examples, immediate feedback, and guided learning support. Expert validation yielded an overall Aiken’s V coefficient of 0.90, indicating high validity. The chatbot achieved an overall practicality and usability score of 89%, with learning flexibility receiving the highest rating. Student responses across the four regional centers were relatively consistent. The findings indicate that the developed AI-based chatbot is valid, practical, and usable as structured support for independent learning in distance

Development of an Augmented Reality-Based Culturally Responsive Teaching (CRT) Interactive Learning Model to Enhance Cultural Literacy Among Elementary School Students Andayani; Suhartono Suhartono; Isti Rokhiyah; Dian Novita
EduBase : Journal of Basic Education Vol. 7 No. 2 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i2.4631

Objective: This study aimed to develop and validate the model and examine its practicality and potential effectiveness in enhancing elementary school students’ cultural literacy. Novelty: The novelty of this study lies in the integration AR and CRT into an interactive Grade 5 PLBJ learning model that connects local culture, students’ experiences, and digital visualization. Methods: The study employed an embedded mixed-methods EDR approach involving 150 Grade 5 students from five public elementary schools across Jakarta and five teachers in the needs analysis. Development comprised needs analysis, model design, expert validation, limited trials, field implementation, and refinement. Results: The model obtained a mean expert-validation score of 90.4%, indicating high validity, and a practicality score of 89.2%, indicating high practicality. Students’ cultural literacy scores increased across all five participating schools, with the overall mean rising from 62.48 on the pretest to 83.16 on the posttest. The normalized gain (N-gain) was 0.55, indicating moderate improvement. Conclusion: These findings suggest that integrating CRT principles with AR-based visualization offers a promising approach to cultural literacy learning by providing opportunities for students to explore, interpret, and contextualize Jakarta’s cultural heritage. However, further research using a comparative design is needed to establish the model’s effectiveness more rigorously.

Development of Artificial Intelligence (AI)-Based Chatbots to Support Independent Learning in the Distance Education System Suryo Prabowo; Abd Ghofur; Andayani Andayani; Suryo Prabowo; Abd Ghofur; Andayani; Bramianto Setiawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.12

The increasing use of Artificial Intelligence (AI) in higher education creates new opportunities to provide flexible academic support for students in distance education. However, independent learners still face difficulties in obtaining immediate clarification, contextual explanations, step-by-step guidance, and responsive feedback when studying outside scheduled lecturer interactions. The novelty of this study lies in developing a course-oriented AI-based chatbot as structured pedagogical support for independent learning across geographically distributed distance learners. This study aimed to develop and evaluate the chatbot in terms of validity, practicality, usability, and perceived support for independent learning. Educational Design Research (EDR) was employed through three phases: Analysis and Exploration, Design and Construction, and Evaluation and Reflection. The study involved 100 undergraduate students from four regional learning centers—Bandung, Purwokerto, Bogor, and Yogyakarta—with 25 students from each location, as well as three expert validators. Data were collected using needs-analysis questionnaires, expert-validation instruments, practicality and usability questionnaires, and independent-learning support questionnaires. The needs analysis showed strong demand for flexible access, contextual examples, immediate feedback, and guided learning support. Expert validation yielded an overall Aiken’s V coefficient of 0.90, indicating high validity. The chatbot achieved an overall practicality and usability score of 89%, with learning flexibility receiving the highest rating. Student responses across the four regional centers were relatively consistent. The findings indicate that the developed AI-based chatbot is valid, practical, and usable as structured support for independent learning in distance

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