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All Journal Jurnal Prima Edukasia TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Ilmiah Spirit
TARYATMAN TARYATMAN
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Journal : Jurnal Prima Edukasia

 1 
The Development of the Sariswara Method in Accommodating the Students' Diversity in Thematic Learning Material of Elementary School Andini, Dinar Westri; Hufad, Achmad; Rochyadi, Endang; Aprilia, Imas Diana; Annisa, Firyalina Yulma; Praheto, Biya Ebi; Taryatman, Taryatman
Jurnal Prima Edukasia Vol. 11 No. 1 (2023): January 2023
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v11i1.53254

Abstract

This research describes the Sariswara Method and syntax development in Accommodating Student Diversity. This research was conducted at Kemudo 3 Elementary School. It used observation, interviews, and questionnaires as data collection techniques. The research method used is Research and Development. The method developed used the 6 steps of Borg & Gall development by Sugiyono (1) research and collecting information, (2) data collection, (3) product design, (4) expert validation, (5) product revisions, (6) and limited trials. The results of this research and development method indicate that the Sariswara method and syntax have been successfully developed. The feasibility score is a "Good" (2.8 average score) from the method validator, a "Very Good" (3.6 average scores) from the material validator, and a "Very Good" (4.0 Average score) from the teacher. The limited trial showed a "Very Good" response (86%) from students. Therefore, novelty in this research about developing the Sariswara method in the form of syntax accommodating the diversity of students in thematics learning in IV grade is feasible and can help students learn thematics material.
ChatGPT in higher education: Does acceptance lead to self-directed learning? Najib, Khotim Hanifudin; Nofrida, Eka Ridha; Budiarto, Sulistyo; Taryatman, Taryatman; Ardhian, Trio
Jurnal Prima Edukasia Vol. 14 No. 1 (2026): January 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v14i1.87199

Abstract

The rapid development of artificial intelligence (AI) in education has introduced new learning tools, one of which is ChatGPT—a language model capable of supporting academic tasks interactively. However, the effectiveness of such tools in fostering student independence remains under-explored. This study investigates whether students’ acceptance of ChatGPT contributes to their self-directed learning (SDL) in a higher education context. The aim of this study is to examine the relationship between students’ acceptance of ChatGPT—conceptualized through perceived usefulness and perceived ease of use—and their level of SDL, with frequency of use tested as a mediating variable. The scope of the study focuses on undergraduate students who have used ChatGPT in academic settings. This research employed a quantitative approach using a survey method. A total of 242 students from various faculties participated in the study. The data were analyzed through multiple regression and Sobel test to assess both direct and indirect effects within the proposed mediation model. The results showed that acceptance of ChatGPT significantly influenced both the frequency of its usage and students' self-directed learning. Although the direct effect of frequency of use on SDL was not statistically significant, the Sobel test revealed a significant indirect effect, indicating that frequency of use acts as a mediator between acceptance and SDL. In other words, students who perceive ChatGPT as useful and easy to use tend to use it more frequently, and this usage contributes—indirectly and significantly—to the development of self-directed learning behaviors. These findings suggest that integrating AI tools like ChatGPT into higher education requires not only technical access but also fostering positive perceptions and habits of use, to truly enhance student autonomy in learning.
Co-Authors Abdul Rahim Achmad Hufad Al Hasan, M. Iqbal Annisa, Firyalina Yulma Ardian Arief Arya Dani, Setyawan Astuti, Anggi Widi Biya Ebi Praheto Budiarto, Sulistyo Clara, Clara Devi Catur Winata Dhedhy Yuliawan Dinar Westri Andini, Dinar Westri Dyan Indah Purnama Sari, Dyan Indah Purnama Eka Ridha Nofrida Endang Rochyadi, Endang Gulo, Amos Fransiskus Imas Diana Aprilia Inna Novia Purwaningsih Khasanah, Aprilia Devi Nur Khotim Hanifudin Najib Lalita, Dohitra Avril Nurmaningtyas, Isna Okta Praditya, Ginza Rudiyanto Rudiyanto, Rudiyanto Trio Ardhian Trisniawati Westri Andini, Dinar Zebua, Agung Trysman