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All Journal Nizhamiyah Eunoia : Jurnal Pendidikan Bahasa Indonesia
Nasution, Asrin Asrin
Univeritas Islam Negeri Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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MENGKAJI KEUNGGULAN KURIKULUM IPA FINLANDIA UNTUK MENINGKATKAN PENDIDIKAN SAINS DI INDONESIA Nasution, Asrin Asrin
NIZHAMIYAH Vol 14, No 1 (2024): NIZHAMIYAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/niz.v14i1.3551

Abstract

The issues in education in Indonesia, particularly in the field of Natural Sciences, are very concerning. According to the Programme for International Student Assessment (PISA) survey by the OECD, Indonesian students' abilities in science rank low globally, with a ranking of 71 out of 77 countries in 2018 and 68 out of 81 countries in 2023. The science scores also declined from 396 to 383, far below the RPJMN target of 402. Data from the Trends in International Mathematics and Science Study (TIMSS) shows that Indonesian 4th and 8th-grade students also rank low internationally. The research methodology uses a qualitative approach through a literature study. Data analysis indicates that the content and competency-based science curriculum in Finland provides a good model by integrating theoretical knowledge and practical skills. Science education in Finland, which is interactive and student-centered, can serve as a reference for improving the curriculum in Indonesia. A comprehensive and context-based science learning approach is needed to enhance the quality of science education in Indonesia. The PISA and TIMSS survey results emphasize the need for improvements in science learning in Indonesia. Science, as systematic knowledge and a scientific process, requires a holistic and integrated learning approach. An integrated science approach that connects science to everyday life is crucial for developing scientific processes in students. Science teachers are expected to have interdisciplinary abilities and knowledge integration. However, often the curriculum and the quality of teachers do not support this goal. This study compares the 2013 Curriculum in Indonesia with the Finnish Curriculum to see the similarities, differences, and obstacles in science learning.
Pendidikan Dan Bahasa: Efektivitas Kemampuan Multibahasa Siswa Sekolah Dasar di Era Digital Nasution, Asrin Asrin; Anggara, Romi Romi
EUNOIA (Jurnal Pendidikan Bahasa Indonesia) Vol 4, No 1 (2024): EUNOIA (Jurnal Pendidikan Bahasa Indonesia)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/eunoia.v4i1.3541

Abstract

Penelitian ini mengeksplorasi penggunaan teknologi digital dalam pembelajaran bahasa di sekolah dasar dan dampaknya terhadap efektivitas pembelajaran. Hasil penelitian menunjukkan bahwa teknologi digital meningkatkan motivasi dan keterlibatan siswa, serta kemampuan bahasa mereka. Guru juga merasakan manfaat dari fleksibilitas yang diberikan teknologi dalam proses pengajaran. Tantangan utama yang teridentifikasi adalah akses yang tidak merata ke perangkat digital dan kebutuhan pelatihan lebih lanjut bagi guru. Integrasi teknologi dalam pembelajaran bahasa terbukti meningkatkan keterampilan kognitif dan sosial siswa, menunjukkan pentingnya adopsi teknologi yang lebih luas dalam pendidikan. Penelitian ini memberikan wawasan bagi pendidik dan pembuat kebijakan dalam meningkatkan pembelajaran multibahasa di sekolah dasar melalui penggunaan teknologi digital. 
Transformasi Pembelajaran Bahasa Indonesia di Sekolah Dasar melalui Pendekatan Deep Learning Nasution, Asrin Asrin; Soraya, Arafatul; Nasution, Syafri Martabe Rizka; Hakimah, Nur
EUNOIA (Jurnal Pendidikan Bahasa Indonesia) Vol 5, No 2 (2025): EUNOIA (Jurnal Pendidikan Bahasa Indonesia)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/eunoia.v5i2.4766

Abstract

This article explores the transformation of Indonesian language learning in elementary schools through the application of deep learning approaches. The study employs a Systematic Literature Review (SLR) of relevant articles indexed in Scopus, Web of Science, and national accredited publications between 2015 and 2025. Findings indicate that deep learning technologies, particularly Natural Language Processing (NLP), speech recognition, intelligent tutoring systems, and automated essay scoring, have significant potential to enhance students’ reading, writing, and speaking skills. These technologies provide adaptive learning, instant feedback, and personalized material recommendations. Nonetheless, implementation challenges remain, including limited infrastructure, teachers’ digital competence, and ethical concerns regarding data use. The study concludes that integrating deep learning can serve as an effective strategy to improve elementary students’ literacy, provided that teacher readiness, digital infrastructure, and supportive educational policies are ensured.
Co-Authors Anggara, Romi Romi Hakimah, Nur Nasution, Syafri Martabe Rizka Soraya, Arafatul