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All Journal Dinamika Jurnal Pendidikan Dasar Jurnal Cendekia Ilmiah Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Nurul Hidayah
Universitas Muhammadiyah Prof. Dr. Hamka
Humanities Decision Sciences, Operations Research & Management Social Sciences

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Pemanfaatan Teknologi Artificial Intelligence (AI) dalam Media Pembelajaran IPA untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SD Nirmala Amelia; Maulida Nur Khasanah; Nurul Hidayah; Hanifatun Nizzah; Ghaida Indra; Zulherman Zulherman
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 1: Desember 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i1.6166

Abstract

This research discusses the impact of using Artificial Intelligence (AI) in science learning at school. The low critical thinking skills of students can be proven by the passivity of students during the learning process, where students are more often just listeners to the material delivered by the teacher. This happens because of the monotonous methods and models used by teachers, and only continue to rely on Teacher Centered Learning. So that it can affect learning outcomes and students' critical thinking skills. This research uses a qualitative method with a literature study, which shows that the application of AI can visualize abstract learning material, thus making the teaching and learning process more interesting and effective. In addition, the importance of teachers' role in integrating AI technology into learning is also emphasized, where teachers need to improve their knowledge of AI-based digital technology to achieve better learning objectives. The research also notes that while the positive impacts of AI are predominant, there is a need to anticipate the negative impacts that may arise from its use in education. This is so that advancements in the education sector can take place more efficiently, effectively and safely. The conclusion of this study is that the use of AI-based technology can improve students' critical thinking skills as well as provide alternative interactive learning media in science subjects in elementary schools.
Teacher Strategic Innovation Supports Learning and Communication of Speech-Impaired Children at SDN Susukan 07 Pagi: Inovasi Strategis Guru Mendukung Pembelajaran dan Komunikasi Anak Tuna Wicara di SDN Susukan 07 Pagi Siti Rahmi; Arifah Rasyidah; Nurul Hidayah
Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Vol. 12 No. 1 (2025): Inovasi Sekolah Dasar: Jurnal kajian Pengembangan Pendidikan
Publisher : Universitas Sriwijaya in Collaboration with HDPGSDI (Himpunan Dosen PGSD Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jisd.v12i1.92

Abstract

Tuna wicara adalah individu dengan keterbatasan berbicara atau kesulitan menggunakan bahasa lisan dan komunikasi verbal secara normal. Penelitian ini mengkaji strategi guru dalam membantu anak tunawicara di sekolah dasar reguler non-inklusi mengatasi kesulitan belajar dan komunikasi. Dengan pendekatan fenomenologi, data dari kepala sekolah, guru, dan siswa kelas V SDN Susukan 07 Pagi dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasilnya menunjukkan bahwa anak tunawicara menghadapi tantangan seperti kesulitan memahami perintah, menyampaikan ide, dan bekerja sama. Guru menggunakan metode diferensiasi, pendekatan intensif, materi tambahan, teknik berbisik, serta lembar kerja khusus untuk membantu siswa. Penelitian ini memberi wawasan bagi guru dalam menangani siswa tunawicara di lingkungan reguler.
Enhancing Learning Motivation through Wordwall-Based Interactive Learning in Elementary IPAS Education Nurul Hidayah; Ika Yatri
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 2 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i2.31319

Abstract

Learning motivation is central to students' engagement and academic performance, yet evidence on Wordwall-based interactive learning in elementary Natural and Social Sciences (IPAS) under the Merdeka Curriculum remains limited. This study examined whether third-grade students who learned through Wordwall-based interactive activities reported higher learning motivation than students who received conventional instruction. A quasi-experimental posttest-only control group design involved 45 students, with 21 in the experimental group and 24 in the control group. Motivation was measured using a 15-item questionnaire that underwent expert content validation and reliability testing. Data were analyzed using descriptive statistics, the Lilliefors normality test, the F-test for homogeneity, an independent-samples t-test, Cohen's d, a 95% confidence interval, and post hoc statistical power analysis. The experimental group reported higher motivation (M = 55.04, SD = 3.85) than the control group (M = 51.33, SD = 3.04), t(43) = 3.608, p = 0.001, mean difference = 3.71, 95% CI [1.64, 5.79], Cohen's d = 1.08. These findings suggest that Wordwall-based interactive learning may support learning motivation in elementary IPAS. The study extends evidence on gamified learning in Indonesian primary education and interprets the observed pattern through the ARCS motivational model and Self-Determination Theory, while recognizing the limits of a nonrandomized posttest-only design.
Co-Authors Arifah Rasyidah Ghaida Indra Hanifatun Nizzah Ika Yatri Maulida Nur Khasanah Nirmala Amelia Siti Rahmi Zulherman