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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Sekolah Dasar JCRS (Journal of Community Research and Service) Jurnal Ilmiah Aquinas Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL ILMIAH MAKSITEK Jurnal Pendidikan dan Kebudayaan Ihsan: Jurnal Pengabdian Masyarakat Journal for Lesson and Learning Studies CHEDS: Journal of Chemistry, Education, and Science JURNAL CURERE Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Informatika dan Teknologi Pendidikan Indonesian Journal of Advanced Research (IJAR) BULLET : Jurnal Multidisiplin Ilmu AMMA : Jurnal Pengabdian Masyarakat Dinamika Pertanian Asian Multidisciplinary Research Journal of Economy and Learning Komunitas: Hasil Kegiatan Pengabdian Masyarakat Indonesia The Journal of Information Technology, Computer Science, and Electrical Engineering
Dedi Holden Simbolon, Dedi Holden
Fakultas Keguruan Dan Ilmu Pendidikan (FKIP) Universitas Quality, Jl. Ngumban Surbakti No.18 Sempakata, 20132 – Indonesia
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Pengaruh Model Project-Based Learning Berbasis Deep Learning Terintegrasi Kecerdasan Buatan terhadap Kemampuan Berpikir Kritis dan Literasi Sains Mahasiswa PGSD Dedi Holden Simbolon; Eka Kartika Silalahi; Rupina Magdalena br Tarigan
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15005

Abstract

This study examined the effect of an AI-integrated Deep Learning Project-Based Learning model on the critical thinking skills and scientific literacy of Primary School Teacher Education students at a university in Indonesia. A quasi-experimental non-equivalent control group design was employed involving 156 students, with 78 students in the experimental group and 78 students in the control group. Data were collected through critical thinking tests, scientific literacy tests, and a learning engagement questionnaire, then analysed using independent samples t-tests, N-Gain, Cohen’s d, and SEM-PLS. The experimental group achieved higher mean scores in critical thinking skills than the control group (84.28 vs. 71.33) and higher scientific literacy scores (83.10 vs. 71.50). The N-Gain values for critical thinking were 0.71 in the experimental group and 0.46 in the control group, while scientific literacy N-Gain values were 0.69 and 0.47, respectively. Cohen’s d values indicated very large effects for critical thinking skills (4.23) and scientific literacy (4.04). SEM-PLS showed positive relationships between the learning model and engagement (β = 0.72), engagement and critical thinking (β = 0.55), engagement and scientific literacy (β = 0.52), as well as direct effects on critical thinking (β = 0.68) and scientific literacy (β = 0.65). These findings indicate that the model supports meaningful, technology-enhanced learning.
PENGARUH PENGGUNAAN APLIKASI CANVA FOR EDUCATION TERHADAP LITERASI DIGITAL DAN HASIL BELAJAR IPAS SISWA KELAS 5 SEKOLAH DASAR Fatia Sundari; Srie Faizah Lisnasari; Dedi Holden Simbolon
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4656

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan Canva for Education terhadap literasi digital dan hasil belajar IPAS siswa kelas V pada materi ekosistem. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-eksperimental dan desain one group pretest–posttest. Sampel penelitian berjumlah 20 siswa dengan teknik total sampling. Pengumpulan data dilakukan melalui tes hasil belajar dan angket literasi digital. Analisis data menggunakan statistik deskriptif dan uji paired sample t-test pada taraf signifikansi 0,05. Hasil penelitian menunjukkan adanya peningkatan signifikan pada hasil belajar dan literasi digital siswa setelah penggunaan Canva for Education. Nilai rata-rata hasil belajar meningkat dari 56,5 menjadi 90, sedangkan literasi digital meningkat dari 58,30 menjadi 91,60. Hasil uji t menunjukkan bahwa nilai t hitung hasil belajar sebesar 11,706 dan literasi digital sebesar 16,827 lebih besar dari t tabel sebesar 2,093. Temuan ini menunjukkan bahwa penggunaan Canva for Education berpengaruh signifikan terhadap peningkatan hasil belajar dan literasi digital siswa. Dengan demikian, Canva for Education dapat digunakan sebagai media pembelajaran berbasis digital yang efektif untuk meningkatkan pemahaman konsep dan keterampilan literasi digital siswa sekolah dasar.
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS EKSPERIMEN TERHADAP MOTIVASI DAN HASIL BELAJAR IPAS SISWA KELAS IV SEKOLAH Silalahi, Eka Kartika; Simbolon, Dedi Holden
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52988

Abstract

This study was motivated by the need for science and social studies learning that can improve students’ learning motivation and learning outcomes through active, concrete, and experience-based learning activities. This study aimed to examine the effect of an experiment-based guided inquiry learning model on fourth-grade elementary students’ learning motivation and science and social studies learning outcomes. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The sample consisted of 43 students, including 22 students in the experimental class and 21 students in the control class. The experimental class was taught using the experiment-based guided inquiry learning model, while the control class received conventional instruction. The research instruments included a science and social studies achievement test, a learning motivation questionnaire, and a learning implementation observation sheet. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and independent samples t-tests. The results showed that the average learning motivation score of the experimental class was 90.15%, which was higher than that of the control class at 72.22%. The average posttest score of the experimental class was 86.00, while the control class obtained 76.24. The hypothesis testing results showed a significance value of less than 0.05, indicating a significant difference between the experimental and control classes. Therefore, the experiment-based guided inquiry learning model had a positive effect on fourth-grade students’ learning motivation and science and social studies learning outcomes. This model can be used as an alternative strategy for active, engaging, and student-centered science and social studies learning in elementary schools.
Co-Authors Alena Rosiana Manik Br PA, Rita Herlina Br Sinulingga, Rahayu Br Tarigane, Dwi Ebrena Desi Sri Pasca Sari Sembiring, Desi Sri Pasca Sari Donatus Dahang Donatus Dahang Eni Yusnita Br Pardede Eristo Syahmana Tarigan Fatia Sundari Frikson Jony Purba Indra Prabowo Pandiangan Jacqueline Joseph Joen Parningotan Purba juliana simbolon Lisnasari, Srie Faizah M. Fauzan Eren Magdalena Saragih Magdalena Saragih Manik, Alena Rosiana Mendrofa, Elmiyanda Mery Kristiani Rajagukguk Nasuiton, Lita Nasution, Lita Pa, Desi Adelia Br Pardede, Eni Yusnita Br Perbina, Theresia Rajiv Ginting Rehulina Sembiring, Polintan Rico Taruna Siregar Riduan Sembiring Riduan Sembiring Rifa Diah Valahsya Sembiring Rifa Diah Valahsya Sembiring Rikson Asman Fertiles Siburian Rinaldy Sianturi Rupina Magdalena Br Tarigan Sahyar -- Sahyar . Saipul Sihotang Sebayang, Karmila Sembiring, Riduan Sianturi, Rivai Wulan Rejeki Silalahi, Eka Kartika Sitepu, Moria Pepayosa Br Sri Rejeki Silaban Swati Sembiring Swati Sembiring Tambunan, Doni Douglas Tarigan, Selvida Riahta br Theresia Perbina Umangge, Iganus Yatantri, Shefia Ana Yolanda Febrima Tarigan Yolanda Febrima Tarigan