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All Journal Journal of Educational Research and Evaluation Ibtidai'y Datokarama: Jurnal Pendidikan Dasar International Journal of Education, Vocational and Social Science
aniati
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Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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P Peran Guru dalam Mengembangkan Kemampuan Membaca pada Peserta didik di Madrasah Ibtidaiyah Darul Da'wah Wal Irsyad (DDI) Ujuna Kota Palu Nurleli; aniati; Andi Nurfaizah
IBTIDAI'Y DATOKARAMA: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2024): Jurnal Ibtidaiy Datokarama: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/ibtidaiy.Vol5.Iss1.74

Abstract

Beginning reading, the reader does not yet have actual reading skills, but is still in the learning stage to acquire reading skills or abilities. The fact was found that in class III students at Madrasah Ibtidaiyah Darul Da'wah Wal Irsyad (DDI) Ujuna, Palu City, there were several students who were still reading with a halt, couldn't put words together, and some couldn't read. This thesis is entitled "The Role of Teachers in Developing Beginning Reading Skills in Class III Students of Madrasah Ibtidaiyah Darul Da'wah Wal Irsyad (DDI) Ujuna, Palu City". This type of research is field research using a descriptive qualitative approach. The data collection techniques used were observation, interviews and documentation. The data analysis techniques used are data reduction, data presentation, and data verification. Based on the results of this research, it shows that: 1) The role of the teacher in developing the beginning reading skills of class III students at Madrasah Ibtidaiyah Darul Da'wah Wal Irsyad is that the teacher makes plans, the teacher acts as an innovator and motivator. 2) Supporting factors for teachers to develop initial reading skills in class III of Madrasah Ibtidaiyah Darul Dakwah Wal Irsyad are teacher factors, learning time and family environment. Meanwhile, inhibiting factors are students' lack of interest in learning and inadequate school facilities.The implications of this research include the need for attention from madrasah managers to improve facilities and develop buildings as well as adding classrooms and auditoriums. This is expected to increase students' interests, talents and language knowledge in elementary schools.
Implementation of Merdeka Belajar Curriculum in Elementary Schools: How is Teachers' Perception? Dasep Supriatna; Sitti Nadirah; Aniati; Ali Rahman; Mia Aina; Arif Saefudin
International Journal of Education, Vocational and Social Science Vol. 2 No. 02 (2023): May, International Journal of Education, vocational and Social Science (IJEVSS
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v2i02.182

Abstract

The purpose of this study was to describe teachers' perceptions of the implementation of an independent curriculum in elementary schools. This research is qualitative. Qualitative research explores and understands the meaning of several individuals or groups of people with social problems. The researchers construct reality and understand the meaning, so this research strongly focuses on processes, events, and authenticity. The respondents were elementary school teachers. Data were collected through interviews. The main instrument of this study was the researcher, supported by field notes. All data were collected and reviewed descriptively to obtain reliable and trustworthy findings. The results showed that: (1) teachers' perceptions are positive and good towards the implementation of the Merdeka curriculum in elementary schools, (2) teachers play an essential role in the process of curriculum development and implementation in elementary schools, and the success of curriculum implementation depends on the intensity with which teachers implement the curriculum in the classroom, (3) teachers can develop and implement curriculum and design classes to improve learning quality; (4) socialisation and special technical guidance related to the formation of the Pancasila learner profile have not been maximised; (5) not all elementary school teachers have adopted Merdeka curriculum; (6) not all teachers have information technology skills; and (7) the obstacle in implementing Merdeka curriculum is the lack of stable internet access, especially for remote schools that have geographically difficult internet access.
Leveraging Opportunities and Challenges in Integrating AI Technology into Traditional Learning Methods in Parepare Rahman, Ali; Aniati
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.93260

Abstract

In an increasingly digital era, the integration of artificial intelligence (AI) in education has become a pressing challenge. The main issues faced are the gap in technological infrastructure, especially in remote areas, and resistance among educators to adopt new technologies. This study aims to explore the opportunities and challenges of implementing AI in traditional learning methods. The research method used is a mixed approach, including quantitative research through surveys and qualitative research. The study population consisted of 5000 students, teachers, and parents, with a sample of 750 people taken using stratified sampling techniques. Data collection was carried out through questionnaires and in-depth interviews. Data were analyzed using SPSS statistical software Version 29.0 for quantitative analysis and thematic analysis for the qualitative part. The results of the study indicate that AI can improve learning personalization and administrative efficiency, but major challenges in terms of infrastructure and data ethics remain. Conclusion, the importance of collaboration between government, educational institutions, and technology to create an innovative and sustainable education ecosystem. Implications of effective training programs for educators in integrating AI in education optimally. The implications of this study indicate that the integration of artificial intelligence (AI) technology in traditional education systems can bring significant changes to the quality of learning.
Co-Authors Ali Rahman Andi Nurfaizah Arif Saefudin Dasep Supriatna Mia Aina Nurleli Rahman, Ali Sitti Nadirah