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All Journal Ideguru: Jurnal Karya Ilmiah Guru Lembaran Ilmu Kependidikan Jurnal VARIDIKA
Jannah, Mailatul
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Kesiapan Guru Sekolah Dasar dalam Implementasi Asesmen Diagnostik untuk Mendukung Pembelajaran Berdiferensiasi Jannah, Mailatul; Maryani, Ika; Santosa, Achadi Budi
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1467

Abstract

This study aims to examine the readiness of elementary school teachers in implementing diagnostic assessment as part of differentiated learning. This study will describe teachers' understanding of the concept of diagnostic assessment, teacher skills in implementing it, obstacles, and efforts to overcome obstacles in implementing the assessment. The research method used is descriptive qualitative research involving interviews. The study shows that teachers understand the concept, purpose, and time of diagnostic assessment well. Teachers realize how important diagnostic assessment is to identify students' learning needs and design appropriate learning approaches. However, teachers still face several challenges when starting to implement diagnostic assessment, such as difficulty in compiling assessment materials, determining sentences that are easy to understand, and problems with assessment mapping and time constraints. To overcome this problem, teachers make various efforts, such as seeking further information. Further research should focus on developing and evaluating training programs specifically designed to improve teachers’ ability to develop and implement diagnostic assessments, examining the use of technology to assist teachers in developing, mapping, and administering diagnostic assessments, or conducting comparative studies with schools in other regions or schools with different contexts to gain a broader understanding of variation in diagnostic assessment implementation and factors that influence teacher readiness.
The Role of Artificial Intelligence in the Future of the Teaching Profession: Analysis of Competencies, Challenges, and Development Directions Azahar, Ridho; Hilhamsyah, Hilhamsyah; Nuzuliana, Syarifah; Oktavianti, Nur; Jannah, Mailatul
Lembaran Ilmu Kependidikan Vol. 54 No. 2 (2025): Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i2.32452

Abstract

The lack of teacher readiness in dealing with the integration of artificial intelligence (AI) in education is a significant challenge in the era of digital transformation. Teachers are required not only to master technology but also to possess ethical, reflective, and collaborative competencies in applying AI meaningfully. Therefore, this study aims to identify the competencies required of teachers, the challenges of implementing AI in educational settings, and the direction of relevant and sustainable professional development. This study employs a systematic literature review method on 12 selected articles from the Scopus database, based on a search using the keywords ‘Artificial Intelligence’, ‘teacher competence’, ‘AI in education’, and ‘TPACK’ in English-language articles published between 2020 and 2025. The articles were analysed thematically to explore the interrelationships between teacher competencies, challenges, and development strategies. The analysis results highlight the importance of mastering AI literacy, data management skills, and technology-based pedagogical abilities. The main challenges identified include ethical constraints, infrastructure limitations, resistance to change, and insufficient training. This study recommends the AI-TPACK approach, design thinking, and a growth mindset as a framework for adaptive and future-oriented teacher development.
Differentiated Instruction Management for Enhancing Student Well-Being in Unggulan Aisyiyah Bantul Primary School Jannah, Mailatul; Maryani, Ika; Santosa, Achadi Budi; Okimustava, Okimustava; Shaafi, Nur Farha
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.11217

Abstract

Unggulan Aisyiyah Primary School, as a flagship Sekolah Penggerak in Bantul Regency, has consistently implemented differentiated instruction within the Merdeka Curriculum. However, while previous studies have widely examined differentiated instruction as a teaching strategy, limited research has focused on how it is managed systematically to foster student well-being in primary schools. This study addresses this gap by asking: How is differentiated instruction managed to enhance student well-being in a primary school context? The objective is to formulate a contextual management model that supports students’ cognitive, social, and emotional well-being. A descriptive qualitative approach was used, involving interviews with the principal, the vice principal for curriculum, two fourth-grade teachers, and two students, complemented by classroom observations and document analysis. Data were analyzed using thematic analysis procedures, including coding, theme development, and interpretation. The findings reveal that differentiated instruction management aligns with Tomlinson’s framework and encompasses four components: planning, organizing, implementation, and supervision. Planning involves identifying student needs and collaborative module preparation through team teaching. Organizing focuses on flexible grouping and creating a positive learning environment. Implementation uses multi-method and multi-source instructional strategies tailored to student profiles. Supervision is conducted through coaching, counseling, and mentoring to ensure continuous improvement. This model highlights that effective differentiated instruction management can enhance student engagement, social interaction, and emotional security, thus strengthening student well-being. Strengthening implementation requires practical guidelines, sustained mentoring, time management, and collaboration with psychological support professionals.
Co-Authors Achadi Budi Santosa Azahar, Ridho Hilhamsyah, Hilhamsyah Ika Maryani Nuzuliana, Syarifah Okimustava Okimustava Oktavianti, Nur Shaafi, Nur Farha