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All Journal Indonesian Journal of Instruction Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal)
Wirawan, Kadek Adrian Surya Indra
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Game-Changer Using Dick and Carey Model in Enhancing Academic Achievement through Effective Instructional Strategies Adeoye, Moses Adeleke; Wirawan, Kadek Adrian Surya Indra; Pradnyani, Made Shania Satya; Septiarini, Nyoman Intan
Indonesian Journal of Instruction Vol. 5 No. 1 (2024): January 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v5i1.69298

Abstract

Based on the results of interviews and observations carried out at school, it shows that the cognitive science learning outcomes of fifth grade elementary school students are still low. This research aims to analyze the significant influence of the discovery learning learning model assisted by mind mapping media on the cognitive science learning outcomes of fifth grade elementary school students. This research uses a quasi-experimental design with a non-equivalent control group design. The research population is 186 students, the sample determination will be random, and the experimental and control classes will be given a pretest and then equalized using the ANOVA test. The data collection method in this research is a test method, namely an objective test. There are two data analysis techniques in this research, namely descriptive statistical analysis and inferential statistical analysis. It is known that the t-calculated value of 24.448 is greater than the t-table of 1,681. This value shows that there is a significant influence of the discovery learning model assisted by mind mapping media on the cognitive science learning outcomes of fifth grade elementary school students. The practical implications of this research can be used by teachers as a reference in improving student learning outcomes.
Artificial Intelligence as a Pedagogical Tool in Mathematics Courses: A Descriptive Study of Prospective Elementary School Teachers Antara, I Gede Wahyu Suwela; Diputra, Komang Sujendra; Wirawan, Kadek Adrian Surya Indra
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 11 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v11i2.69279

Abstract

The rapid development of artificial intelligence has created new opportunities for enhancing mathematics learning, including in the preparation of prospective elementary school teachers. This study describes the use of artificial intelligence as a pedagogical tool in mathematics courses at the Primary School Teacher Education Program of Universitas Pendidikan Ganesha during the even semester of the 2024/2025 academic year. A descriptive quantitative approach was applied to 118 students enrolled in Elementary Algebra and Arithmetic, Elementary Numeracy, Measurement and Geometry, and Elementary Mathematics Teaching. Data were collected through an online questionnaire covering demographic characteristics, frequency of use, perceived usefulness, perceived ease of use, learning engagement, ethical awareness, and attitudes toward artificial intelligence. The results show high mean scores for perceived usefulness, perceived ease of use, learning engagement, and positive attitudes, while frequency of use and ethical awareness remain at moderate levels. ChatGPT emerged as the most frequently used platform, followed by Photomath, Perplexity, Gemini, QuillBot, Canva AI, and GeoGebra AI features, primarily for generating explanations, checking solutions, and designing instructional materials. These findings indicate that prospective elementary school teachers have developed favorable perceptions and a willingness to integrate artificial intelligence into mathematics learning, yet the moderate levels of usage frequency and ethical awareness highlight the need for structured training and explicit guidance to promote consistent and responsible application of artificial intelligence in mathematics education. Strengthening ethical understanding and providing systematic practice are essential to ensure that future teachers can leverage artificial intelligence effectively to improve mathematics learning in elementary schools.
Co-Authors Adeoye, Moses Adeleke Antara, I Gede Wahyu Suwela Komang Sujendra Diputra Pradnyani, Made Shania Satya Septiarini, Nyoman Intan