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Analysis of Jambi University's Early Childhood and Primary Education Program for a Global Competitive Generation Yantoro Yantoro; Destrinelli Destrinelli; Hendra Sofyan; Bunga Ayu Wulandari; Issaura Sherly Pamela; Uswatul Hasni; Rizki Surya Amanda
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 7 No 3 (2022): Management of Islamic Education
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v7i3.2301

This article analyses educational programs for preparing a generation with global competitiveness in the Department of Early Childhood and Elementary Education, Jambi University using a qualitative approach and critical analysis. Furthermore, the data collection techniques used include interviews, observation, and documentation. The data analysis technique is the Miles and Huberman model, including reduction, presentation, and verification. The results showed that there are several programs to prepare a generation of global competitiveness, including 1) Organizing training and workshops to prepare a generation with global competitiveness, 2) Reframing for Global Competitiveness, 3) Organizing Focus Group Discussions (FGD), 4) Implementation of Student Extracurricular Activities, 5) Socialization of Student Achievement Improvement.

Blended Learning: Interests, Responsibilities, and Students' Metacognitive Abilities Using the Discovery Model Fuldiaratman Fuldiaratman*; Issaura Sherly Pamela; Dewi Mariana Elisabeth
Jurnal Pendidikan Sains Indonesia Vol 11, No 2 (2023): APRIL 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i2.27810

Metacognitive activities in the learning process will help students gain lasting memories and understanding. Students should be directed to achieve high competence through various innovative learning activities, one of which is by applying the discovery learning model. This study aims to describe the interests, learning responsibilities and metacognitive abilities of students through the discovery learning model based on blended learning. This study uses a mixed qualitative-quantitative approach with an embedded research design. The sample in this study were 50 students of class XI MIA at SMA Negeri 4 Jambi City who were selected using a purposive sampling technique. The data collection instruments used were learning interest and learning responsibility questionnaires, students' metacognitive ability tests, and interview sheets. The data will be analyzed qualitatively using miles and hubarman and quantitatively using descriptive statistics and inferential statistics. The inferential statistics performed consist of assumption tests (normality test, homogeneity test, and linearity test) and hypothesis testing (T test and correlation test). The results of this study indicate that there are significant differences between learning interest, learning responsibility, and metacognitive abilities of students in class XI MIA 1 and class XI MIA 2, with a significance value of 0.012 for student learning interest, then 0.010 for student learning responsibility, and 0.007 for students' metacognitive abilities. In addition, it is known that there is a significant relationship between the variables of student interest and the metacognitive abilities of class XI MIA students at SMA Negeri 4 Jambi City, which is equal to 0.000

Problems of Parents in Accompanying Learning Activities at Primary school children Khovivah Nilva Satrina; Andi Suhandi; Issaura Sherly Pamela
Indonesian Journal of Primary Education Vol 6, No 2 (2022): Indonesian Journal of Primary Education: December 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v6i2.47478

The purpose of this study Problems of Parents in Accompanying Learning Activities at Primary school children to describe the problems of parents in assisting learning activities in elementary school children.This study aims to describe the problems of parents in assisting learning activities in elementary school children. This research is a qualitative research with the type of phenomenological research. Sources of data in this study were parents of third grade students at SD Negeri 45/1 Sridadi. Data collection techniques carried out in this study used observations, interviews, and documentation techniques. The data obtained were analyzed in several stages, namely data reduction, data presentation and then conclusions were drawn and data verification. Testing the validity of the data is done by triangulation. The results of this study indicate that: The problems of parents in assisting children's learning activities are, first, parents who do not have time to accompany and guide children to study at home, because parents have other activities such as working and earning a living. Second, the lack of full mastery of the material by parents due to differences in the curriculum and also the minimal level of parental education that hinders and is less than optimal in guiding children. Third, difficulties in operating gadgets and providing internet quota for online learning. Fourth, parents have difficulty in increasing interest and growing motivation to learn in children because children who do not have the intention from within themselves to learn and also children play more often than learn. The conclusion obtained from this study is that parenting does not always run smoothly, but there are obstacles or problems with parents in assisting children's learning. From the results of the study, it is hoped that parents will be able to maximize their assistance in children's learning activities so that learning objectives can be achieved as expected.

Sociocultural-based Subject-Specific-Pedagogy as an Effort to Strengthen the Pancasila Student Profile Maryono; Hendra Budiono; Eka Sastrawati; Issaura Sherly Pamela
Jurnal Pendidikan Indonesia Vol 12 No 4 (2023): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v12i4.68642

The development of sociocultural-based subject-specific pedagogy is an important approach in increasing understanding and appreciation of Pancasila values at the elementary school level. This approach integrates social, cultural and contextual aspects in learning subjects related to Pancasila. Sociocultural pedagogy equips students with the knowledge and skills to apply these values in various aspects of their lives, which can lead to positive societal change. Sociocultural pedagogy encourages the development of real-world skills such as communication, problem-solving, and teamwork, which are essential for applying Pancasila values in practical situations. This research aims to produce a sociocultural-based Subject Specific Pedagogy product as an effort to strengthen the profile of Pancasila students in elementary schools. This research is research and development with the development method used, namely the 4D model. The subjects of this research were validators, teachers and fourth grade elementary school students. The types of research data are qualitative and quantitative data. The data collection instruments are validation questionnaires and practicality questionnaires. The research results show that the product developed has a product validity of 3.99 in the Valid category, and a practicality level of 4.32 in the very practical category. It can be concluded that the sociocultural-based Subject Specific Pedagogy product as an effort to strengthen the Pancasila student profile of elementary school students is suitable for use in the learning process.

Problems of Parents in Accompanying Learning Activities at Primary school children Khovivah Nilva Satrina; Andi Suhandi; Issaura Sherly Pamela
Indonesian Journal of Primary Education Vol 6, No 2 (2022): Indonesian Journal of Primary Education: December 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v6i2.47478

The purpose of this study Problems of Parents in Accompanying Learning Activities at Primary school children to describe the problems of parents in assisting learning activities in elementary school children.This study aims to describe the problems of parents in assisting learning activities in elementary school children. This research is a qualitative research with the type of phenomenological research. Sources of data in this study were parents of third grade students at SD Negeri 45/1 Sridadi. Data collection techniques carried out in this study used observations, interviews, and documentation techniques. The data obtained were analyzed in several stages, namely data reduction, data presentation and then conclusions were drawn and data verification. Testing the validity of the data is done by triangulation. The results of this study indicate that: The problems of parents in assisting children's learning activities are, first, parents who do not have time to accompany and guide children to study at home, because parents have other activities such as working and earning a living. Second, the lack of full mastery of the material by parents due to differences in the curriculum and also the minimal level of parental education that hinders and is less than optimal in guiding children. Third, difficulties in operating gadgets and providing internet quota for online learning. Fourth, parents have difficulty in increasing interest and growing motivation to learn in children because children who do not have the intention from within themselves to learn and also children play more often than learn. The conclusion obtained from this study is that parenting does not always run smoothly, but there are obstacles or problems with parents in assisting children's learning. From the results of the study, it is hoped that parents will be able to maximize their assistance in children's learning activities so that learning objectives can be achieved as expected.

STUDI KESIAPAN GURU DAN KETERSEDIAAN SARANA PRASARANA SEKOLAH DALAM PENERAPAN ROBOTIKA EDUKATIF PADA PEMBELAJARAN IPA DI SEKOLAH DASAR Diska Ayu Saputri; Eka Sastrawati; Issaura Sherly Pamela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36790

This study aims to describe teacher readiness and the availability of school facilities in the implementation of educational robotics in primary school science learning. This research employed a qualitative case study approach, conducted at SD Negeri 42/IV Jambi during the odd semester of the 2025/2026 academic year. Data were collected through interviews, observations, and documentation involving teachers who had attended educational robotics training and the condition of school facilities. The results indicate that teachers possess basic understanding of educational robotics, but their technical skills and ability to plan robotics-based learning are still limited. Teacher readiness is supported by a positive attitude and self-learning efforts, yet the implementation of robotics learning is not optimal due to the absence of robotics kits and devices. Regarding facilities, the school has provided computer laboratories, laptops/Chromebooks, and stable internet access, but robotics devices for practice are not yet available. Educational robotics has the potential to enhance student motivation, understanding of science concepts, as well as critical thinking, creativity, collaboration, and problem-solving skills. The study recommends providing complete robotics kits and further training for teachers to support the effective implementation of educational robotics.

PERSEPSI GURU TERHADAP PEMANFAATAN ARTIFICIAL INTELLIGENCE (AI) SEBAGAI MEDIA PEMBELAJARAN EDUKATIF DI SEKOLAH DASAR Putri Wulandari; Eka Sastrawati; Issaura Sherly Pamela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36791

This study aims to explore teachers’ perceptions of utilizing Artificial Intelligence (AI) as an educational learning medium in elementary schools. Conducted at SDN 42/IV Kota Jambi, this qualitative case study employed observations, interviews, and documentation to collect data from teachers who actively use AI in planning and implementing learning. The findings indicate that teachers perceive AI as a functional digital tool that assists in preparing materials, creating visual media, and enhancing the variety and interactivity of learning. Teachers demonstrate positive and adaptive attitudes, using AI selectively according to students’ needs while maintaining pedagogical oversight. The effectiveness of AI integration is influenced by school support, including infrastructure, leadership, and collaborative culture, as well as strategies to overcome technical and pedagogical challenges. Overall, teachers effectively utilize AI, although further development in training and institutional support is recommended to maximize its pedagogical potential.

Pelatihan Integrasi Augmented Reality dalam Pembelajaran IPA untuk memvisualisasikan materi abstrak bagi Guru Sekolah Dasar Risdalina Risdalina; Desy Rosmalinda; Issaura Sherly Pamela; Andi Gusmaulia Eka Putri; Eka Sastrawati
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.77524

Era Society 5.0 menuntut guru untuk mampu mengintegrasikan teknologi digital dalam pembelajaran, termasuk dalam pengajaran Ilmu Pengetahuan Alam (IPA) yang banyak memuat konsep abstrak. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam memanfaatkan teknologi Augmented Reality (AR) sebagai media pembelajaran inovatif yang mampu memvisualisasikan materi IPA menjadi lebih konkret dan menarik. Kegiatan dilaksanakan di SD Negeri 148/IV Kota Jambi dengan melibatkan 17 guru sebagai peserta. Metode pelaksanaan meliputi tiga tahapan utama, yaitu persiapan, pelatihan, dan evaluasi. Pelatihan dilaksanakan melalui pendekatan partisipatif dan interaktif yang terdiri dari sesi teori tentang literasi teknologi dan penerapan AR dalam pembelajaran IPA, serta sesi praktik pembuatan media berbasis Assemblr EDU. Hasil evaluasi menunjukkan respon yang sangat positif dari peserta dengan skor rata-rata dengan kategori sangat tinggi pada semua indikator, meliputi relevansi materi, kemudahan pemahaman, peningkatan wawasan, motivasi berinovasi, dan kepercayaan diri dalam penggunaan AR. Hasil ini menunjukkan bahwa pelatihan mampu meningkatkan kemampuan pedagogik dan profesional guru dalam mengintegrasikan teknologi AR ke dalam pembelajaran. Secara keseluruhan, kegiatan ini efektif sebagai strategi capacity building untuk memperkuat literasi digital guru dan mendukung implementasi Kurikulum Merdeka yang berorientasi pada pembelajaran abad ke-21.

PEMBINAAN KOMPETENSI PROFESIONAL, PEDAGOGIS DAN KONTEKSTUAL INSTITUSI GURU SD BINAAN DALAM MENERAPKAN DEEP LEARNING Eko Kuntarto; Asih Nur Ismiatun; Issaura Sherly Pamela; Akhmad Faisal Hidayat
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5465

ABSTRACTTransforming education through innovative implementation of a deep learning approach in the learning process requires qualified teachers and institutional support. Professional competence, teacher pedagogical competence, and institutional contextualization are the fundamental foundations for successful implementation of deep learning. However, in reality, teachers in assisted schools do not yet fully understand and have the skills to integrate the DL approach into their learning practices, and training facilities are still limited. The purpose of this training was to provide guidance on the professional, pedagogical, and institutional contextualization of assisted elementary school teachers in implementing deep learning. The results showed that teacher competence increased, both in terms of understanding and integration in the preparation of lesson plans (RPPP)/student activity worksheet (LKPD) and their application in the learning process. The institution also provided optimal support through the availability of training, comfortable and conducive learning spaces, and facilities for integrating technology. The coaching activities successfully had a positive impact on teachers and schools in implementing deep learning.).Keywords: Professional Competency, Pedagogic Competency, Contextual Competency, Deep Learning Approach, Elementary Teachers ABSTRAKTransformasi pendidikan melalui inovasi penerapan pendekatan deep learning pada proses pembelajaran membutuhkan peran guru yang berkualitas dan dukungan lembaga. Kompetensi profesional, kompetensi pedagogik guru dan kontekstual intitusi menjadi dasar fundamental yang mendukung keberhasilan implementasi deep learning tersebut. Namun, realitanya guru-guru di sekolah binaan yang belum sepenuhnya memiliki pemahaman dan keterampilan dalam mengintegrasikan pendekatan DL tersebut ke dalam praktik pembelajaran, serta masih terbatasnya fasilitas pelatihan. Tujuan dari pelatihan ini adalah untuk melaksanakan pembinaan kompetensi profesional, pedagogik dan kontekstual institusi pada guru SD binaan dalam menerapkan deep learning. Hasil kegiatan menghasilkan bahwa kompetensi guru mengalami peningkatan baik dari level pemahaman dan integrase pada penyusunan RPP/ LKP serta apliksinya pada proses pembelajaran. Institusi juga memberikan dukungan optimal melalui ketersediaan pelatihan, ruang belajar yang nyaman dan konusif, dan fasilitas untuk mengintegrasikan teknologi. Kegiatan pembinaan berhasil memberikan dampak positif pada guru dan sekolah dalam penerapan deep learning.Kata Kunci: Kompetensi Profesioanal, Kompetensi Pedagogik, Kompetensi Kontekstual Insttusi, Deep Learning, Guru Sekolah Dasar

Pengaruh Metode Fonik terhadap Kemampuan Membaca Permulaan Siswa Kelas I Sekolah Dasar Silvia Dian Suari; Ahmad Syarif; Issaura Sherly Pamela
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9860

Kemampuan membaca permulaan siswa kelas I masih rendah, sehingga diperlukan strategi pembelajaran yang efektif untuk mengatasinya. Penelitian ini bertujuan untuk menganalisis pengaruh metode fonik terhadap kemampuan membaca permulaan siswa kelas I SDN 087/IV Kota Jambi. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental tipe one group pretest-posttest design. Subjek penelitian berjumlah 32 siswa dari satu kelas. Data dikumpulkan melalui tes pretest dan posttest yang telah diuji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda pada 23 siswa di luar sampel penelitian. Analisis data dilakukan menggunakan uji normalitas dan uji hipotesis (uji-t) untuk mengetahui perbedaan kemampuan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kemampuan membaca permulaan setelah penerapan metode fonik, ditunjukkan oleh hasil analisis dekriptif statistic rata-rata skor pretest 61,00 meningkat menjadi 75,38 yang lebih tinggi dibandingkan pretest. Temuan ini mengindikasikan bahwa metode fonik berpengaruh positif terhadap peningkatan kemampuan membaca permulaan siswa. Oleh karena itu, metode fonik direkomendasikan sebagai alternatif strategi pembelajaran yang efektif dalam mendukung pengembangan kemampuan membaca permulaan di sekolah dasar.

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