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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Basicedu PrimaryEdu - Journal of Primary Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Basicedu Mamangan Social Science Journal
Udin Syaefudin Saud, Udin Syaefudin
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Technology Integration Strategies for Teaching the Water Cycle: A Case Study in Fifth-Grade Science Learning Rahayu, Ai Hayati; Widodo, Ari; Saud, Udin Syaefudin; Muslim, Muslim
PrimaryEdu : Journal of Primary Education Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025): Volume 9, Number 1, February 2025
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v9i1.5831

Abstract

This study aims to analyze teachers' strategies in integrating technology into the teaching of the water cycle material to enhance students' understanding and support 21st-century competencies, such as critical thinking, creativity, and collaboration. Using a qualitative case study approach, the research involved four teachers teaching 5th-grade elementary school students in Sumedang Regency. The teachers had previously received TPACK training using a collaborative, practical, and reflective approach. Data were collected through observations, in-depth interviews with teachers, and analysis of instructional documents.The findings reveal that teachers utilized various technological media, such as animated videos, digital simulations, and interactive PowerPoint presentations, to explain the water cycle concepts in a more engaging and comprehensible manner. Additionally, online learning platforms were employed to facilitate group discussions and student collaboration. These strategies not only improved students' understanding of the water cycle but also fostered 21st-century skills, such as collaboration, problem-solving, and creativity. However, challenges such as limited access to technology and students' digital literacy need to be addressed. This study recommends the principles of collaboration, practice, and reflection in conducting intensive training for teachers to enhance their ability to effectively utilize technology in the learning process.
INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA Gorni, Richard Lionel; Saud, Udin Syaefudin; Sumarto, Sumarto; Nurdin, Diding
JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL Vol. 16 No. 1 (2024): JUPIIS (JURNAL PENDIDIKAN ILMU-ILMU SOSIAL) JUNE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jupiis.v16i1.55682

Abstract

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers.  However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.
Co-Authors Aan Komariah Ari Widodo Diding Nurdin, Diding Fuadah, Ulfah Samrotul Gorni, Richard Lionel Hadiyanti, Yeni Handayani, Hany Indra Suhendra Johar Permana MARIA BINTANG Moch Helmi, Moch Mubiar Agustin Muslim Muslim Nabella Alani Nugraha Suharto Nugraha, Lukman Nurihsan, Achmad Juntika Rahayu , Yuni Sri Rahayu, Ai Hayati RATNASARI, DINE TRIO Sumarto Sumarto Tatat Hartati Tetrasari, Lusi Trisna Nugraha Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wahyudin Wiliiam, Nanda Yusup Maulana