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PEMANFAATAN APLIKASI WHATSAPP GROUP (WAG) SEBAGAI SARANA PEMBELAJARAN JARAK JAUH (PJJ) PADA SISWA KELAS IV (Studi Kasus Pembelajaran di Era Pandemi di SDN Kencana Indah II) Darda Abdullah Sjam; Jaka Permana; Oktivia Indira Nurcahyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 8 No. 1 (2022): Volume 8 Nomor 01, Juni 2022
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v8i1.345

This study aims to describe the use of the WhatsApp Group Application as a Distance Learning Media for Class IV Students at SDN Kencana Indah II, the obstacles that occur in the use of the WhatsApp Group Application as a Distance Learning Media for Class IV Students at SDN Kencana Indah II and the solutions implemented to overcome these obstacles. This study uses descriptive research with a qualitative approach. In this study, the subjects were Teachers, Students, and Parents of Class IV Students. The research data was collected through observation, interviews, questionnaires, and documentation studies. The results of the study indicate that teachers have used the WhatsApp Group application as a learning medium in supporting distance learning activities by utilizing various available features such as photo, video, document, telephone, and video call features. The ease is felt by the presence of the WhatsApp Group feature and also its easy use and can be used by various groups in teaching and learning activities, this is supported by the results of a questionnaire which states that 55% of respondents strongly agree with the ease of use of the WhatsApp Group application as a learning medium and 39% of respondents thers agree with the statement. Then in the implementation of the use of WhatsApp Group as a distance learning medium, there are several obstacles, such as signal interference, full cellphone memory, lack of interaction, difficulty knowing the seriousness of students' learning, lack of student motivation to learn, online learning support facilities, and difficulty understanding the material provided, as well as in this study describe the solutions carried out to overcome the obstacles that occur from the use of the WhatsApp Group application as a distance learning medium.

PENGARUH PENGGUNAAN MODEL BLENDED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS IV DI SDN 031 PELESIRAN BANDUNG Darda Abdullah Sjam; Rina Indriani; Serra Indriani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 8 No. 1 (2022): Volume 8 Nomor 01, Juni 2022
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v8i1.365

In the learning process, students who are seen as lacking and learning achievement of students are still low is the backgrounds in this study. There must be a process of reciprocal interaction between teachers and students, or students with other students. This study aims to determine the effect use of blended learning models on the learning achievement of fourth-grade students at Elementary School number 031 Pelesiran Bandung. This study used a quantitative approach with a research design that used a quasi-experimental (Quasi Experimental Design). The sample of this study was class IV B, which consisted of 22 students as the experimental class and class IV A, which amounted to 22 students as the control class. This study used the instrument of the initial and the final test in the form of multiple choice questions. The data analysis technique used in this research is a t-test. The post-test value data from the experimental and control classes were then tested for hypotheses using the independent sample t-test formula to determine the effect of the blended learning model on student learning achievement. The results of calculations using the independent sample t-test formula showed that the t-count value is 3,012│> 2,079 t table and has a Sig value of 0.004 (Sig. > 0.05). It can be concluded that there is a significant effect on the post-test scores of students' learning achievement in the experimental and the control classes. The results of calculations using the effect size test show that the final value is 0.991. This means that from the two tests that have been carried out, there is a positive and significant influence on the blended learning model on student learning achievement in theme 9 of the richness of my country, sub-theme 3 preservation of natural resource wealth in Indonesia in class IV at Elementary School number 031 Pelesiran Bandung.

Integration of artificial intelligence (AI) technology in teaching and learning to build resilient character Asep Deni Normansyah Asep; Darda Abdullah Sjam; Cep Miftah Khoerudin
Jurnal Konseling dan Pendidikan Vol. 13 No. 3 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1174000

The development of artificial intelligence (AI) in the 21st century has had a transformative impact on the world of education, particularly in higher education. AI offers great potential for improving the effectiveness and personalisation of learning, but at the same time raises ethical and moral challenges in shaping student character. This study aims to analyse how the integration of AI in the learning process contributes to strengthening the resilient character of students—covering moral, ethical, and professional dimensions—in the midst of the digital transformation era. The method used is a qualitative literature review with a systematic approach, analysing 30 scientific articles from reputable national (SINTA 1–2) and international (Scopus/DOAJ) journals published between 2015 and 2025. The analysis was conducted thematically to identify the benefits, challenges, and pedagogical strategies in the application of AI in higher education. The results of the study revealed four main themes: (1) AI increases student learning autonomy, personalisation, and intrinsic motivation; (2) ethical risks arise in the form of plagiarism, algorithmic bias, and a decline in moral reflection; (3) significant challenges lie in infrastructure gaps, technological literacy, and lecturers' pedagogical readiness; and (4) effective strategies require a humanistic approach and ethical education policies that position teachers as facilitators of values. In conclusion, AI has the potential to strengthen students' moral, ethical, and professional resilience when integrated reflectively and based on human values. These findings have significant implications for the development of higher education policies that strike a balance between technological innovation and character education in the digital age.

Literature review on the role of artificial intelligence in identifying and developing the potential of secondary school students for excellent character building Darda Abdullah Sjam; Cep Miftah Khoerudin
Jurnal Konseling dan Pendidikan Vol. 13 No. 3 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1174100

The development of artificial intelligence (AI) has changed the direction of modern education towards more adaptive, reflective, and learner-centred learning. This study aims to analyse the role of AI in identifying and developing student potential, as well as its contribution to the formation of excellent character in the digital age. This research is a narrative literature review that examines various relevant scientific publications published between 2018 and 2025, sourced from international databases such as Scopus, ERIC, and ScienceDirect, as well as SINTA-indexed national journals. The literature selection process was carried out using thematic criteria that emphasised the suitability of the context of primary, secondary, and higher education in Indonesia. Data analysis was conducted using a thematic-inductive approach to identify patterns of relationships between AI implementation, learning potential development, and moral character formation. The results showed that AI plays a role in facilitating personalised learning, increasing student engagement and motivation, and fostering empathy and responsibility through adaptive feedback and reflective interaction. On the other hand, challenges arise in terms of ethics, data privacy, and the digital divide. This study emphasises that AI implementation must be oriented towards human values so that technology functions as a pedagogical partner in shaping an intelligent and characterful generation.

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