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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kiprah Pendidikan Jurnal Cakrawala Pendas CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganegaraan Pandega: Jurnal Kajian Pendidikan dan Kepramukaan International Journal of Educational Qualitative Quantitative Research Prosiding Seminar Nasional Kusuma
Kusman Rukmana
Prodi PGSD, Universitas Pendidikan Indonesia Kampus Sumedang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE EFFECTIVENESS OF THE STEM APPROACH USING ECOMINI ON THE ECONOMIC LITERACY OF FIFTH-GRADE STUDENTS IN ECONOMIC ACTIVITIES Windi Nurlaela Sari; Enjang Yusuf Ali; Kusman Rukmana
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18229

Abstract

The low level of economic literacy among elementary school students regarding economic activities indicates that instruction has not yet fully provided a learning experience that is contextual, active, and relevant to students’ daily lives. This study aims to analyze the improvement in students’ economic literacy through the application of the STEM approach using Ecomini (Economy Mini) a mini-scale simulation of economic activities designed to provide real-world learning experiences in the classroom and to compare its effectiveness with conventional teaching methods. This study employed a quasi-experimental method with a non-equivalent control group design, involving 62 students from two elementary schools in Conggeang Subdistrict: 32 students from SDN Cibubuan II as the experimental group and 30 students from SDN Narimbang I as the control group. Data were collected through pretests, posttests, and observations, then analyzed using descriptive and nonparametric statistics via the Wilcoxon, Mann-Whitney, N-Gain, and effect size tests. The results showed that the average pretest score of the experimental class increased from 51.50 to 88.84 on the posttest, while the control class increased from 51.97 to 68.27. The results of the Wilcoxon test for both classes showed a significance value of 0.000 < 0.05, while the Mann-Whitney test indicated a significant difference between the two classes with a significance value of 0.000 < 0.05. The N-Gain score for the experimental class was 77.16%, placing it in the effective category, while the control class scored 33.98%, placing it in the ineffective category. Furthermore, the effect size of 0.84 falls into the large category, indicating a strong impact of implementing STEM through Ecomini on students’ economic literacy. These findings confirm that the STEM approach via Ecomini is more effective than conventional instruction because it fosters more active, contextual, participatory, and meaningful economic learning for elementary school students.
AI-Scaffolded Participatory Reflection: Nurturing Elementary Students’ Civic Literacy and Responsible Character Kusman Rukmana; Regina Lichteria Panjaitan; Yulianti Agustin
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.219

Abstract

While traditional civic education often fails to bridge conceptual knowledge with active democratic behaviors, integrating Artificial Intelligence (AI) offers novel pathways for metacognitive scaffolding. This study evaluates the effectiveness of AI-scaffolded participatory reflection in nurturing primary school students' civic literacy and responsible character. Utilizing a quasi-experimental pretest-posttest control group design, the research involved fifth-grade students (N = 64) divided into an experimental group (n = 32) employing a generative AI chatbot to scaffold reflection and a control group (n = 32) undergoing conventional learning. Data from validated tests, questionnaires, observations, and interviews  were analyzed via ANCOVA to control initial variances. Inferential results demonstrated that the AI-scaffolded approach significantly outperformed conventional instruction in enhancing civic literacy (F(1, 61) = 39.56, p < 0.001, d = 1.21) and developing responsible character (F(1, 61) = 55.06, p < 0.001, d = 1.34). The experimental group achieved higher normalized gains, accelerating task completion and behavioral self-regulation. Qualitative insights confirmed that real-time AI feedback facilitated autonomous error correction while mitigating automation bias. Theoretically, this study contributes an empirical model merging AI-mediated metacognition with dialogic pedagogy, transitioning citizenship education from passive memorization to active character internalization. Pragmatically, it provides a scalable framework supporting United Nations’ Sustainable Development Goal (SDG) 4.
Co-Authors Achmad Nurul Hafidz Ali, Enjang Yusup Alifa Zahra Amalia Lestari Ani Nur Aeni Atep Sujana Dadan Djuanda, Dadan Delia Disa Fadilla Diah Gusrayani, Diah Enjang Yusuf Ali Indah Zahrotunnisa J Julia J. Julia Kamal Aramdan Akbar Marwan Maulana Muhammad Dzikri Ajri Al-Faridzi Muhammad Ilham Fauzan Mutiara Chantikania Naila Nursifa Rohmah Neng Wulan Nurdinah Hanifah Regina Lichteria Panjaitan Sidqia Nurfadilah Siti Nur Hayati Meidi Siti Wahyuni Viena Aunilah Carl Vinson Virda Adinda Larasati Windi Nurlaela Sari Yulianti Agustin