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All Journal Jurnal Didaktik Matematika EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA JURNAL PENDIDIKAN TAMBUSAI JURNAL MathEdu (Mathematic Education Journal) International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Paedagogy Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Jurnal Math-UMB.EDU Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Komunika: Journal of Communication Science and Islamic Dakwah Dedikasi: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat DEDIKASI COMPETITIVE: Journal of Education DEDIKASI : Jurnal Pengabdian Kepada Masyarakat Calakan: Jurnal Sastra, Bahasa, dan Budaya Jurnal Pendekar Nusantara International Journal of Educational Development International Journal of Educational Technology and Society Rekognisi : Jurnal Pendidikan dan Kependidikan Multidisciplinary Indonesian Center Journal Jurnal Cermatika Trigonometri : Jurnal Matematika Jurnal Cermatika
Adinda, Anita
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
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APPLYING DEEP LEARNING TO SUPPORT EARLY COGNITIVE DEVELOPMENT IN PRIMARY STUDENTS: INSIGHTS FROM AN INDONESIAN ISLAMIC SCHOOL CONTEXT Laswardi; Asmila Damayanti; Rizki Hamonangan Dalimunthe; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1532

Abstract

The rapid advancement of artificial intelligence (AI) offers new opportunities to enhance teaching and learning in early education. This study applies deep learning approaches to support early cognitive development among primary students in an Indonesian Islamic school. A hybrid Convolutional Neural Network (CNN) and Long Short Term Memory (LSTM) model was designed to analyse students’ cognitive patterns, attention, and engagement. Using a mixed-methods design, the research involved 60 students aged 8–10 at MIS Terpadu Alhijrah Bintuju. The model processed multimodal classroom data to generate adaptive feedback and personalized learning pathways. Results showed significant improvements in attention (+18%), memory recall (+22%), and problem-solving (+25%) after eight weeks of AI-assisted learning. Qualitative findings revealed higher motivation, engagement, and self-regulation. The study demonstrates that culturally aligned AI systems can effectively enhance early cognitive development and promote learner autonomy in Islamic primary education.
THE IMPACT OF CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) ON SHIFTING TEACHER BELIEFS AND CLASSROOM PRACTICES IN STEM EDUCATION Dewi Angreini Telaumbanua; Derliana Pane; Fatimah Siregar; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1533

Abstract

This study investigates the impact of Continuous Professional Development (CPD) on shifting teacher beliefs and classroom practices in STEM education at SDN No. 100710 Hapesong Baru.. The research aimed to explore how sustained professional learning experiences contribute to teachers’ pedagogical transformation from content transmitters to learning facilitators. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving four STEM teachers who participated in a year-long CPD program. The findings reveal that CPD fostered significant changes in teachers’ beliefs toward student-centered learning and encouraged more interactive, inquiry-based classroom practices. However, challenges such as limited institutional support and resource constraints still hindered full pedagogical implementation. The study highlights the importance of contextualized CPD programs in developing reflective and adaptive STEM educators, offering insights for policymakers and practitioners seeking to enhance teacher professionalism in developing-country contexts.
ETHICAL AND PEDAGOGICAL IMPLICATIONS OF DEEP LEARNING INTEGRATION IN FOURTH GRADE CLASSROOMS: A CASE STUDY AT SDN 100801 PASAR SEMPURNA Masrianti Ritonga; Rita Nur’ain Harahap; Yusti Andayati Pasaribu; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1534

Abstract

This study examines the ethical and pedagogical implications of deep learning integration in fourth-grade classrooms at SDN 100801 Pasar Sempurna, Indonesia. Through classroom observations, semi-structured interviews with teachers, and document analysis, the research found that deep learning applications significantly improved student engagement and individualized learning outcomes. However, ethical concerns emerged regarding data privacy, unequal access to digital tools, and limited teacher preparedness. Teachers expressed uncertainty in balancing technological autonomy with moral and pedagogical control. The study concludes that while deep learning supports more adaptive and inclusive learning environments, its ethical implementation remains constrained by insufficient institutional policies and digital literacy. Strengthening teacher competence and establishing transparent ethical frameworks are crucial for ensuring responsible AI integration in primary education. These findings provide practical insights into balancing innovation and ethics in early educational contexts.
THE EFFECTS OF A SOCIAL-EMOTIONAL LEARNING (SEL) CURRICULUM ON ACADEMIC RESILIENCE AND PROSOCIAL BEHAVIOR IN HIGH-POVERTY PRIMARY SCHOOLS AT SDN NO.100907 MUARA AMPOLU I KECAMATAN MUARA BATANGTORU Hendri Junaidi Nasution; Sery Bulan Harahap; Luthfi Azima Harahap; Anita Adinda; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1535

Abstract

This study examines the effects of a Social-Emotional Learning (SEL) curriculum on academic resilience and prosocial behavior in high-poverty primary schools, specifically at SDN No. 100907 Muara Ampolu I, Kec. Muara Batangtoru. Employing a quasi-experimental design with a pretest-posttest control group, 80 students participated, divided equally into intervention and control groups. The 12-week SEL program focused on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were collected using validated academic resilience and prosocial behavior instruments and analyzed through paired and independent sample t-tests. Findings revealed that students in the intervention group demonstrated significant improvements in academic resilience and prosocial behavior compared to the control group. The study highlights the potential of SEL curricula to foster adaptive coping strategies and positive social interactions among students in socioeconomically disadvantaged settings. Implications for educational policy and school practices are discussed, emphasizing the importance of SEL integration in primary education
UTILIZING INTERACTIVE TECHNOLOGY AND ARTIFICIAL INTELLIGENCE FOR 21ST-CENTURY TEACHERS Syaddam Rijali; Rahmy Febriani Ritonga; Riski Ananda Nasution; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1549

Abstract

This study aims to describe the utilization of interactive technology and artificial intelligence (AI) to enhance the competencies of 21st-century teachers within the Educational Coordination Office of Pangkatan Sub-District, Labuhanbatu Regency, North Sumatra Province. The research employed a descriptive qualitative method with a field study approach through a six-day workshop. The subjects of this study consisted of 20 elementary school teachers who participated in training sessions on Quizizz, Wordwall, and the use of AI tools such as ChatGPT in the learning process. Data were collected through observation, interviews, pre-test and post-test assessments, as well as documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate a significant improvement in teachers’ understanding and skills in integrating interactive technology and AI into the learning process. The average pre-test score of 70.00% increased to 89.00% in the post-test, indicating a 19.00% improvement in competency. In addition, teachers successfully developed gamification-based learning media using Quizizz and Wordwall, and utilized artificial intelligence to efficiently design teaching materials and evaluation tasks. The workshop activities also fostered teachers’ motivation, creativity, and digital awareness regarding the importance of innovation in 21st-century education.This study affirms that the integration of interactive technology and AI not only enhances teachers’ pedagogical competencies but also contributes to the development of a more adaptive, collaborative, and digitally relevant learning ecosystem aligned with the needs of the modern era.
THE EFFECTIVENESS OF GAMIFIED LEARNING ENVIRONMENTS IN IMPROVING LITERACY SKILLS AMONG PRIMARY SCHOOL STUDENTS Sarah Nasution; Sri Handayani Hsb; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1550

Abstract

This study aims to analyze the effectiveness of gamified learning environments in improving literacy skills among primary school students. Gamification, which incorporates game elements such as points, badges, levels, and challenges into the learning process, is considered capable of enhancing motivation and student engagement—particularly in literacy learning, which young learners often perceive as less appealing. This research employed a mixed-methods design involving students from both lower and upper primary grades as research subjects. Quantitative data were collected through literacy tests and motivation questionnaires, while qualitative data were gathered through observations and interviews. The findings reveal that gamified learning environments significantly improve students’ reading comprehension, vocabulary mastery, and reading interest. Moreover, game elements such as challenges and rewards positively influence students’ learning motivation and persistence in completing literacy tasks. These results highlight gamification as an effective and innovative approach to enhancing literacy skills, making it a valuable strategy for integration into primary school instruction.
ENHANCING ELEMENTARY STUDENTS’ READING LITERACY THROUGH ARTIFICIAL INTELLIGENCE-BASED LEARNING MEDIA Anri Ahmadi Harahap; Abrizal Hasibuan; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1827

Abstract

This study aims to investigate the integration of Artificial Intelligence (AI)-based learning media to enhance reading literacy among elementary school students. Using a descriptive qualitative approach through case study and literature analysis, the research was conducted at SDN No. 100311 Palsabolas, involving teachers and students who utilized adaptive reading applications, text-to-speech tools, and intelligent learning platforms. Data were collected through observation, semi-structured interviews, and document analysis, and validated by triangulation techniques. The findings reveal that AI-assisted media significantly improve students’ reading motivation, comprehension, and fluency. Quantitative comparison between pretest and posttest results showed notable progress, with the average literacy score increasing by 16–27 points across different indicators. Students demonstrated greater engagement and independence, while teachers benefited from automated performance analytics and personalized feedback tools. However, challenges emerged related to device limitations, technical competence, and overreliance on automated features. The study concludes that AI-based learning media serve not only as technological tools but also as pedagogical instruments that personalize instruction, foster digital literacy, and transform reading classrooms into more adaptive, interactive, and student-centered environments.
Enhancing Teachers’ Digital Pedagogy through ICT-Based Training at MIN 1 Padangsidimpuan Khoirani Febry Dalimunthe; Indah Amaliyah Siregar; Anita Adinda
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.430

Abstract

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS PEMBELAJARAN BERDIFERENSIASI MENGGUNAKAN APLIKASI CANVA UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH PADA MATERI BILANGAN BERPANGKAT Hasibuan, Siti Aisyah; Nasution, Mariam; Adinda, Anita
Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 11, No 1 (2026): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/eksakta.v11i1.9-14

Abstract

This project aims to develop a differentiated learning-based instructional medium using the Canva application to improve students' conceptual understanding and problem-solving skills in the domain of exponents. This study employed the five stages of the ADDIE development model: analysis, design, development, implementation, and assessment. The subjects were eighteen eight-graders from SMP Negeri 1 Batahan. Among the instruments used were expert validation sheets, teacher and student response questionnaires, and tests for conceptual understanding and problem-solving abilities. The results showed that, in terms of conceptual understanding and problem-solving, the produced media had exceptionally high levels of validity (average percentage of 92.02%), practicality (92.00%), and efficacy in the "fairly effective" (N-Gain of 53%) and "moderate" (N-Gain of 51%) categories, respectively. The Paired Sample T-Test revealed significant differences between pretest and posttest scores for both conceptual comprehension (t_calculated = 6.94 t_table = 2.571) and problem-solving (t_calculated = 6.29 t_table = 3.182). As a result, it has been demonstrated that personalized learning resources created using Canva are dependable, practical, and effective in improving students' learning results in exponentiation-related subjects.
Co-Authors Abrizal Hasibuan Ahmad Nizar Rangkuti Almira Amir Almira Amir Anri Ahmadi Harahap Asmila Damayanti Daulay, Nur Jannah Derliana Pane Dewi Angreini Telaumbanua Fatimah Siregar Hamka Hannur, Resi Hasibuan, Siti Aisyah Hendri Junaidi Nasution Heri Purnomo Heri Purnomo Indah Amaliyah Siregar Jailani Jailani Khashlati Hilyatul Ajda Khoirani Febry Dalimunthe Laswardi Lelya Hilda Luthfi Azima Harahap Mariam Nasution Martua, Saut Masrianti Ritonga Muliadi, Handri Najmi Situmeang, Sabitah Nasution, Mariam Nina Anriani Pulungan Novita Hariyani Novita Hariyani Nst, Ammi Thoibah Nst, Sarah Auliyah Nur Choiro Siregar Pratiwi, Endityas Pulungan, Nina Anriani Rahmy Febriani Ritonga Riski Ananda Nasution Rita Nur’ain Harahap Rizki Hamonangan Dalimunthe Rizqina Zahiroh HR, Ummi Sabarita Br Tarigan Sery Bulan Harahap Siregar, Rajiun Siregar, Torang Sri Handayani Hsb Sugiman Sugiman Suparni suparni Suparni Suparni Suryani Pulungan Susanti Maysura Sutan, Tabrani Syaddam Rijali Tabrani Sutan Tanjung, Renni Juwita Torang Siregar Torang Siregar Yusti Andayati Pasaribu Zainuddin, Zainuddin Zulhamdi Zulhamdi