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All Journal Jurnal Pendidikan dan Konseling TOFEDU: The Future of Education Journal
Stavinibelia Stavinibelia
Universitas Nahdlatul Ulama Sumatera Barat
Education Languange, Linguistic, Communication & Media Mathematics Other

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An Analysis of Students’ Creative Thinking Skills in IPAS Learning for Fifth-Grade Students at SD Negeri 01 Ulakkarang Selatan Jessyca Tania Lubis; Stavinibelia Stavinibelia; Nofriza Efendi; Rica Azwar
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1141

Abstract

Thinking ability is not only about generation new ideas but also involves the ability to see relationships between concepts, ask critical questions, and produce original solutions. This study aims to analyze the creative thinking skills of fifth-grade students in IPAS (Natural and Social Sciences) learning at SD Negeri 01 Ulak Karang Selatan. Using a qualitative approach with a descriptive method, data were collected through observation, interviews, and documentation. The results show that the manifestation of students' creative thinking skills varies. Fluency is the most prominent indicator, while flexibility and originality are still limited. The ability for elaboration tends to align with the uniqueness of an idea. Although the teacher has implemented strategies to encourage creativity, such as using open-ended questions and simple project assignments, their implementation still faces major obstacles like limited time, inadequate facilities, and students' passive habits. Thus, this study concludes that students' creative potential has not been optimally explored. A commitment from the school is needed to provide resources and teacher training to support the continuous development of creative thinking skills.
Implementation of the Pancasila Student Profile in Shaping the Character of Fourth-Grade Students at SD Negeri 12 Sungai Sapih Intan Dusvia; Rica Azwar; Ayunis Ayunis; Stavinibelia Stavinibelia
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1148

Abstract

This study aims to describe the application, supporting factors, and inhibiting factors of the implementation of the Pancasila Student Profile in character building of fourth grade students at SD Negeri 12 Sungai Sapih. The method used is descriptive qualitative with the research subjects being fourth grade teachers and four students. Data were obtained through interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing stages. The results showed that the implementation of the Pancasila Student Profile was realized through daily habits, such as group prayer activities, class duty schedules, group work, and project-based learning. This implementation includes six main dimensions: faith and devotion to God Almighty and noble character, global diversity, cooperation, independence, critical reasoning, and creativity. Supporting factors for the implementation of this profile include teacher role models, consistency in habit formation, and parental involvement. Meanwhile, the obstacles encountered include a lack of consistency in student behavior, limited school facilities, and weak supervision of activities. In general, the implementation of the Pancasila Student Profile in this school has been going well, although improvements are still needed in maintaining consistency in student behavior, strengthening the role of teachers and parents, and providing more adequate facilities and infrastructure.
The Use of Artificial Intelligence (AI) in Developing Interactive Learning Media for Elementary School Teachers Yudi Hendrilia; Gingga Prananda; Stavinibelia Stavinibelia; Rossa Ramadhona; Edi Ahyani
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1867

Abstract

The rapid development of Artificial Intelligence (AI) technology has transformed various aspects of education, particularly in the creation of more innovative and interactive learning media. However, the utilization of AI by elementary school teachers in classroom instruction remains relatively limited due to insufficient digital literacy and a lack of training opportunities related to AI-based educational technologies. This community service program aimed to enhance elementary school teachers’ competencies in utilizing Artificial Intelligence for the development of interactive learning media. The program was implemented through a participatory training approach consisting of needs assessment, instructional sessions, demonstrations, hands-on practice, mentoring, and evaluation. The training materials focused on the use of various AI platforms, including ChatGPT, Canva AI, Gamma AI, Leonardo AI, and CapCut AI, for the development of instructional media. These platforms enabled teachers to create diverse educational resources more efficiently and creatively. The results demonstrated that the training significantly improved participants’ understanding and skills in utilizing AI technologies for educational purposes. Teachers were able to develop various forms of learning media, including interactive presentations, educational visual content, and instructional videos. Furthermore, participants expressed strong enthusiasm and positive responses toward the training activities, perceiving AI technology as an effective tool for simplifying and enhancing the media development process. In conclusion, this training program contributed positively to supporting digital transformation in education and strengthening elementary school teachers’ competencies in meeting the demands of 21st-century learning. The findings highlight the importance of continuous professional development programs that integrate emerging technologies into educational practice.
An Analysis of the Impact of the Merdeka Curriculum on the Learning Independence of Fourth-Grade Students at SD Negeri 13 Lolong Belanti Sri Ulandari; Stavinibelia Stavinibelia; Gusnita Efrina; Gingga Prananda
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/7rdkx077

Abstract

This study was motivated by the fact that the learning independence of fourth-grade students at SD Negeri 13 Lolong Belanti had not been fully developed despite the implementation of the Merdeka Curriculum. This study aims to describe the learning independence of fourth-grade students under the Merdeka Curriculum and to analyze its impact on students' learning independence. This study employed a qualitative method with a case study approach. Research informants consisted of the school principal, the fourth-grade teacher, and fourth-grade students of SD Negeri 13 Lolong Belanti, selected through purposive sampling. Data were collected through participatory observation, interviews, and documentation, with data validity ensured through source and technique triangulation. Data were analyzed through data reduction, data display, and conclusion drawing. The results show that the implementation of the Merdeka Curriculum had a positive impact on students' learning independence, reflected in five aspects: learning initiative, responsibility, discipline, self-confidence, and intrinsic motivation. Most students demonstrated enthusiasm in seeking information independently, completing tasks on time, complying with classroom rules, expressing opinions confidently, and showing high learning motivation. The Merdeka Curriculum contributes to improving students' learning independence through student-centered learning.
Implementation of the Inquiry Approach in Integrated Science and Social Studies Learning to Foster Curiosity and Responsibility among Fourth Grade Students at SD Negeri 13 Lolong Belanti Popi Febiola; Nofriza Efendi; Gingga Prananda; Stavinibelia Stavinibelia
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/1z9jtq80

Abstract

This research was motivated by the low level of student participation in asking questions and the lack of student accountability in group work during fourth-grade science (IPA) learning at SD Negeri 13 Lolong Belanti. This study aims to analyze and describe the implementation of the inquiry approach in IPAS learning and its impact on fostering students' curiosity and responsibility. This research used a descriptive qualitative method with a case study design. The subjects were the fourth-grade teacher and students of SD Negeri 13 Lolong Belanti. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using data reduction, data display, and conclusion drawing/verification, with data validity checked through source and technique triangulation. The results show that the implementation of the inquiry approach took place through five phases: problem orientation and presentation, formulating questions/hypotheses, planning and conducting investigations, collecting and analyzing data, and drawing conclusions and communicating results. This approach proved effective in fostering students' curiosity, marked by the courage to ask questions, initiative in seeking information, and enthusiasm in conducting experiments, as well as fostering responsibility, marked by awareness of completing group tasks on time and taking care of experimental equipment. This research recommends that teachers consistently apply the inquiry approach accompanied by positive reinforcement for students whose curiosity still needs to be encouraged.
Co-Authors Amelia Putri Wahyuni Ayunis, Ayunis Azwar, Rica Dhora Alfarida Edi Ahyani Efrina, Gusnita Gingga Prananda Gusni Aflucya Intan Dusvia Jessyca Tania Lubis Moni Silfi Agustin Nadia Safitri Nofriza Efendi Popi Febiola Rossa Ramadhona Serly Aprina Sri Ulandari Suvina Mardhatillah Yesi Rasnita Sari Yilma Yanda Yona Syaida Oktira Yudi Hendrilia