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All Journal Jurnal Pendidikan Karakter Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Ilmiah Pendidikan Dasar E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Primary Education BERNAS: Jurnal Pengabdian Kepada Masyarakat JISPE Journal of Islamic Primary Education Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat Proceeding of International Conference on Science, Education, and Technology Jurnal Pendidikan Sultan Agung Jurnal Penelitian Tindakan Kelas International Journal of Active Learning
Galih Cahya Pratama
Universitas Islam Sultan Agung
Religion Agriculture, Biological Sciences & Forestry Humanities Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Enhancing Indonesian Language Writing Skills Through the Arya Penangsang Animation Pratama, Galih Cahya; Yuniawan, Tommi; Purwati, Panca Dewi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

This study examined the use of Arya Penangsang animation as a culturally grounded instructional medium for improving Indonesian language writing skills among fifth-grade students at SDN Wonosemi 2. Writing instruction in elementary classrooms is often constrained by students' limited ability to generate ideas, organize paragraphs, and use appropriate vocabulary and sentence structures. A sequential explanatory mixed-methods design was employed. Quantitative data were obtained from pre-test and post-test writing scores of 23 students, while qualitative data were collected through classroom observation, documentation, and analysis of students' written products. Writing performance was assessed using three aspects: content relevance to the theme, paragraph coherence, and vocabulary and sentence structure. Descriptive quantitative findings showed an increase in the overall mean score from 64.78 in the pre-test to 82.17 in the post-test, with an absolute gain of 17.39 points. Aspect-level analysis also indicated improvement in content relevance, paragraph coherence, and vocabulary and sentence structure. Qualitative findings explained that the animation provided a concrete visual narrative, increased attention and motivation, supported idea generation, and helped students organize storylines more coherently. The integration of both strands suggests that Arya Penangsang animation is a feasible and pedagogically meaningful medium for culturally contextualized writing instruction. However, because the study used a small one-group sample without a control group, the findings should be interpreted as preliminary evidence of learning improvement and classroom feasibility rather than definitive causal evidence.
Pendampingan Implementasi Deep Learning Berbantuan Artificial Intelligence Dalam Menyiapkan Pendidik Unggul Sekolah Dasar Kabupaten Temanggung Puguh Ardianto Iskandar; Galih Cahya Pratama; Muhamad Afandi; Jupriyanto; Andi Maulana
Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat Vol 5 No 1 (2026): Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat
Publisher : Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/inisiatif.v5i1.811

Abstract

The development of artificial intelligence (AI) requires elementary school teachers to be competent in integrating technology with meaningful learning. However, teachers under the auspices of the Temanggung Regency Education Office still face limited understanding of Deep Learning and the use of AI in learning. This community service activity aims to improve teacher competency in implementing AI-assisted Deep Learning. The program was implemented in January 2026 with the involvement of 50 elementary school teachers using a Participatory Action Research (PAR) approach. Activities included awareness raising, training, continuing education, and mentoring. Evaluation was carried out through pre-tests and post-test, observations, participant reflections, and assessments of learning products. The results of the activity showed an increase in teacher competency from 47.25% to 89.00%. In addition, all participants successfully produced AI-assisted Deep Learning-based learning tools in the form of teaching modules, student worksheets (LKPD), digital learning media, assessment instruments, and prompt banks, which were implemented through ongoing mentoring. These findings indicate that the integration of Deep Learning and AI effectively improves teacher professionalism and supports the transformation of learning in the era of artificial intelligence.
GAMIFIKASI DALAM PEMBELAJARAN MATEMATIKA: MENINGKATKAN BERPIKIR KREATIF SISWA MI QUDSIYYAH KUDUS Ulil Albab; Galih Cahya Pratama
JISPE Journal of Islamic Primary Education Vol. 6 No. 02 (2025): JISPE Journal of Islamic Primary Education
Publisher : Institut Daarul Qur'an Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51875/jispe.v6i02.967

Abstract

Pembelajaran matematika seringkali menantang bagi siswa, membutuhkan pendekatan kreatif dan inovatif untuk membantu mereka memahami konsep dan menumbuhkan antusiasme belajar. Dengan kemajuan teknologi dan tuntutan pembelajaran abad ke-21, pendidik dituntut untuk mengintegrasikan metode yang meningkatkan keterlibatan siswa. Studi ini bertujuan untuk mengimplementasikan pendekatan berbasis gamifikasi untuk meningkatkan pemikiran kreatif dalam kemampuan berhitung siswa. Metode penelitian yang digunakan dalam studi ini adalah penelitian data kuantitatif. Pengumpulan data kuantitatif dalam studi ini menggunakan hasil tes pemecahan masalah pemikiran kreatif. Pengaruh signifikan gamifikasi terhadap pemikiran kreatif dapat dilihat dari nilai R-square, yaitu 0,975, atau 97,5%. Sisanya 2,5% dipengaruhi oleh variabel lain yang tidak diteliti. Selanjutnya, tiga indikator digunakan: 1) Kelancaran, 2) Fleksibilitas, dan 3) Kebaruan. Pertanyaan dengan sampel 32 siswa MI Qudsiyyah Kudus memperoleh rata-rata hasil siswa di setiap kategori, termasuk yang memiliki pemikiran kreatif tinggi sebesar 32,5%, pemikiran kreatif sedang sebesar 55%, dan 12,5% pada kategori pemikiran kreatif rendah. Hasil ini menunjukkan bahwa penerapan gamifikasi 5 poin tercepat berpengaruh terhadap pemikiran kreatif, sehingga proses pembelajaran dapat menjadi pilihan efektif untuk meningkatkan hasil belajar siswa di kelas Matematika. Dengan demikian, penggunaan gamifikasi 5 poin tercepat dapat menjadi strategi pembelajaran yang relevan dalam menghadapi tantangan pendidikan saat ini.
Co-Authors Albab, Ulil Ali Sunarso Andi Maulana DENI SETIAWAN Edi Waluyo Eko Sugiarto G. Gunawan Hamdan Tri Atmaja Haniah, Munnal Iskandar, Puguh Ardianto Jupriyanto, Jupriyanto Latifa Putri Ridhaningtyas Martini Martini Muhamad Afandi Muhamad Afandi, Muhamad Munfariqoh, Aqidatul Muslikhin Nurul Farhin Panca Dewi Purwati, Panca Puguh Ardianto Iskandar septiaseh, dwi Tommi Yuniawan Tri Joko Raharjo Ulil Albab Ulil Albab Yustiana, Sari