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All Journal Mimbar Ilmu Indonesian Journal of Educational Development (IJED)
Susanti, Eny Yulia
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Education

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THE INFLUENCE OF CULTURALLY RESPONSIVE TEACHING ON THE CRITICAL THINKING ABILITY IN GRADE IV STUDENTS OF MIS YMPI TANJUNG BALAI Susanti, Eny Yulia; Sari, Suci Perwita
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i3.4204

Abstract

This study aims to determine the influence of the culturally responsive teaching (CRT) approach on the critical thinking ability of fourth grade students in theme 8, subtheme 2, lesson 3 at MIS YMPI Tanjung Balai for the 2022/2023 academic year. This research uses a quasi experimental method, divided into an experimental group and a control group. The population and sample consist of 44 students with class IV A as the experimental class (21 students) and clas IV B as the control class (23 students). The data collection technique used is a critical thinking skills test, adapted to the students cognitive level according to Bloom’s Taxonomy (C4-C6). The data analysis technique employed is the independent sample t-test to determine whether there is an effect of using the culturally responsive teaching (CRT) approach on students critical thinking ability. Based on the research results, the average score for the experimental class was 81,13 while the control class average 65,40 as evidenced by the students post test results. Hypothesis testing showed a Sig. (2-tailed) result of 0.000 < 0.05, indicating that Ha is accepted, and H0 is rejected. This means that there is a significant influence of culturally responsive teaching (CRT) on the critical thinking ability of fourth grade students at MIS YMPI Tanjung Balai.
Harnessing Technology: Exploring Elementary School Teacher Education Students’ Perceptions on the Use of Artificial Intelligence Susanti, Eny Yulia; Emmanuel Kus Eddy Sartono; Banu Setyo Adi; Qazuaini Karim; Endah Marwanti
Mimbar Ilmu Vol. 30 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i1.90316

Abstract

The rapid development of artificial intelligence (AI) in education has not been fully matched by digital literacy and the readiness of prospective teachers to integrate it into learning. This study aims to analyze the perceptions of elementary school teacher education students regarding the use of AI in learning. A descriptive quantitative method enriched with qualitative data from semi-structured interviews was employed. The research involved 85 second- and fourth-semester students selected using incidental sampling techniques. Data were collected using a Likert-scale questionnaire for quantitative data, and interviews to deepen survey findings. Quantitative data were analyzed descriptively, while qualitative data were processed using thematic analysis techniques. The results revealed that most students had positive perceptions of AI, particularly in improving learning efficiency, facilitating access to information, and supporting content understanding. However, students also identified risks that need attention, such as the potential for plagiarism, excessive dependency, and a decline in critical thinking and social interaction skills. The study concludes that comprehensive AI literacy is essential for prospective teachers to optimize and responsibly utilize technology. The study recommends integrating AI literacy programs into teacher education curricula and conducting further research on the long-term impacts of AI implementation on learning outcomes in the digital era.
Co-Authors Banu Setyo Adi Endah Marwanti Kus Eddy Sartono Qazuaini Karim Sari, Suci Perwita