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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Ideguru: Jurnal Karya Ilmiah Guru Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Dedikasi: Jurnal Pengabdian Kepada Masyarakat Celebes Journal Of Elementary Education
Meivawati, Eli
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Meningkatkan Aktivitas Belajar Lisan Mahasiswa PGSD Menggunakan Metode Group Investigation Husnul Khatimah; Mustadi, Ali; Meivawati, Eli; Anas, Munawir
Celebes Journal of Elementary Education Vol 2 No 2 (2024): Celebes Journal of Elementary Education : Desember (2024)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v2i2.4349

Abstract

This classroom action research aims to improve oral learning activities in elementary school teacher education students at Yogyakarta State University by applying the group investigation model in the mathematical concept course in the early grades. The subjects of the study consisted of 39 students. Data collection was carried out through observation techniques. Data validation used time triangulation and expert judgment techniques. The results of the study showed an increase in oral learning activities after the application of the group investigation model, which was reflected in the increase in three leading indikators, namely the activity of asking questions increased by 12.11%, the activity of answering increased by 6.82%, and the activity of expressing opinions increased by 24.36%. Based on the increase in each aspect of oral learning activities, the application of the group investigation model effectively improves the oral learning activities of elementary school teacher education students at Yogyakarta State University in the mathematical concept course in the early grades.
Unfolding Generation Z Pre-Service Elementary Teachers Positive Attitude Toward Artificial Intelligence: Rasch Model Analysis Meivawati, Eli; Ningthias, Dyah Puspitasari; Pravitasari Putri, Eka; Tari, Suci Rizkina; Qudratudarsi, Hilman; Yanti, Meili
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 4 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i4.487

Abstract

This study investigates the attitudes of pre-service elementary teachers in Indonesia toward artificial intelligence (AI) using Rasch model analysis. As future educators, their perceptions of AI are crucial for the successful integration of technology in educational practices. The research involved 244 participants from the Elementary Teacher Education program in West Sulawesi, Indonesia, selected based on inclusion criteria such as year of study and experience with AI applications in learning. The instrument, adapted with 12 items measuring positive attitudes toward AI, was validated through checks for reliability, item separation, fit statistics, and unidimensionality. Data were analyzed using WINSTEPS software to generate Wright maps and conduct Differential Item Functioning (DIF) analysis. Findings reveal that pre-service teachers generally demonstrate a moderate to high positive attitude toward AI, with higher-year students and those with more frequent AI usage exhibiting stronger positive attitudes. DIF analysis shows significant differences in item endorsement based on year of study and supported by one-way ANOVA results. These results suggest that greater exposure to AI correlates with more favorable attitudes. The study implies the need for structured AI integration in teacher education curricula to foster readiness and acceptance of AI in future teaching practices.
TRANSFORMING MICROTEACHING WITH VIRTUAL REALITY: IMPACTS ON PRE SERVICE ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS PEDAGOGICAL SKILLS Meivawati, Eli; Meiliza, Zuhra
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 10 No 2 (2025): September
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v10i2.4656

Abstract

This study explores the integration of Virtual Reality (VR) in microteaching to enhance the pedagogical competence of pre-service teachers. Grounded in the Technology Acceptance Model (TAM), the research examines the influence of perceived ease of use (PEOU) and perceived usefulness (PU) on pedagogical development during immersive teaching simulations. A quantitative explanatory approach was employed, involving 60 undergraduate students from the Elementary Teacher Education Program at the University of West Sulawesi, Indonesia. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0. The findings revealed that both PEOU and PU significantly and positively influence pedagogical competence, with PEOU demonstrating the strongest effect. Additionally, PEOU strongly predicted PU, reinforcing the central relationships outlined in TAM. The model accounted for 82.8% of the variance in pedagogical competence, indicating substantial predictive power. These results support the application of VR as an effective tool in teacher preparation, particularly in bridging the gap between theoretical knowledge and real classroom practice. It concludes that microteaching supported by virtual reality not only fosters instructional skill development but also promotes technology acceptance among pre-service teachers. Implications for curriculum design and teacher training in rural contexts are discussed.
Coaching Clinic sebagai Upaya Optimalisasi Pendanaan Riset melalui Hibah BIMA Kemdiktisaintek 2025 Meivawati, Eli; Qudratudarsi, Hilman; Putera, Alexander Kurniawan Sariyanto; Sridelia, Prita
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 3 (2025)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v5i3.4199

Abstract

Kegiatan pengabdian ini dilaksanakan sebagai upaya strategis dalam mengoptimalkan pendanaan riset melalui Hibah BIMA Kemdiktisaintek tahun 2025. Kegiatan ini dirancang untuk membimbing dosen dalam menyusun proposal penelitian dan pengabdian kepada masyarakat yang berkualitas dan sesuai dengan kriteria pendanaan hibah BIMA. Kepuasan peserta diukur menggunakan kuesioner berbasis SERVQUAL dan dianalisis menggunakan uji Wilcoxon Signed-Rank melalui aplikasi Jamovi. Hasil menunjukkan bahwa persepsi peserta terhadap kegiatan sangat positif dan signifikan secara statistik, terutama pada aspek kompetensi fasilitator. Namun demikian, alokasi waktu bimbingan masih dirasakan terbatas oleh sebagian peserta. Dampak dari kegiatan ini tercermin dari meningkatnya jumlah proposal yang berhasil didanai, serta posisi Universitas Sulawesi Barat dalam daftar 20 besar penerima hibah terbanyak dalam skema penelitian. Pengembangan lebih lanjut disarankan melalui sesi lanjutan dan bimbingan daring untuk meningkatkan kualitas proposal dan peluang keberhasilan pendanaan.
Determinasi Keterampilan dan Motivasi Teknologi terhadap Kreativitas Mahasiswa PGSD dalam Mendesain Worksheet Joyful learning Meiliza, Zuhra; Meivawati, Eli; Khatimah, Husnul
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2122

Abstract

The advancement of digital technology requires pre-service teachers to possess both the skills and motivation to utilize technology. They should not be passive users but rather active developers of instructional media that incorporate technological elements. This study aims to analyze the influence of technological skills and technological motivation on students’ creativity in designing joyful learning-based worksheets. The research was conducted in July 2025, involving 118 students from the Elementary Teacher Education (PGSD) program at Universitas Sulawesi Barat. Data were collected using a four-point Likert scale questionnaire comprising 17 items, of which 8 were validated. Data analysis employed Structural Equation Modeling-Partial Least Squares (SEM-PLS) using SmartPLS software. Descriptive analysis revealed that the majority of respondents were 20 years old (53%) and predominantly female (82.2%). The measurement model (outer model) confirmed the validity and reliability of the instrument, while the structural model (inner model) yielded an R² value of 0.752 for the student creativity construct, indicating a strong effect. Bootstrapping analysis showed that both technological skills (p = 0.000) and technological motivation (p = 0.000) had a positive and significant influence on student creativity. These findings affirm that the higher the students’ technological skills and motivation, the greater their creativity in developing innovative instructional media. This study expands the theoretical understanding of the integration between technology and pedagogical creativity, and offers practical implications for curriculum development that responds to the demands of the digital era.
The Effectiveness of the Mindfull, Meaningfull, Joyfull Learning Approach Based on Cognitive Science in the Digital Learning Framework Resa, Asmirinda; Syarah, Evi; Inayah A.M, Muh.; Anas, Munawir; Ampry, Evy Segarawati; Hasanah, Uhwah; Meivawati, Eli
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.51237

Abstract

This study aims to analyze the effectiveness of a cognitive-science-based instructional strategy through the integration of mindful, meaningful, and joyful learning within the framework of digital learning. The research employed an experimental design involving two groups of students—30 in the control group and 30 in the experimental group—supported by qualitative data obtained from teacher and student interviews as well as digital classroom observations. The results indicate a significant improvement in conceptual understanding in the experimental group (mean gain = 14.23) compared to the control group (mean gain = 3.12; p < 0.05), along with an increase in learning motivation (mean gain = 13.12 vs. 3.05; p < 0.05). Qualitative findings reinforce the quantitative results, showing that teachers found it easier to design interactive learning activities, students perceived the learning process as more meaningful and enjoyable, and they were more motivated to engage in discussions and reflective awareness activities. The study concludes that integrating mindful, meaningful, and joyful learning into digital learning is effective in enhancing both cognitive and affective aspects simultaneously and holds strong potential for broader application in developing holistic and humanistic digital pedagogy
Co-Authors Alexander Kurniawan Sariyanto Putera Ali Mustadi Asmirinda Resa Hasanah, Uhwah Husnul Khatimah Husnul Khatimah Inayah A.M, Muh. Munawir Anas Ningthias, Dyah Puspitasari Pravitasari Putri, Eka Qudratudarsi, Hilman Sridelia, Prita Syarah, Evi Tari, Suci Rizkina Zuhra Meiliza