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All Journal Journal of Innovation and Research in Primary Education Dedication : Jurnal Pengabdian Masyarakat
Rinaldi, Cherry
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Pendampingan Design Pembelajaran dan Evaluasi berbasis Global Literacy pada Guru – Guru di Sekolah Indonesia Riyadh (Arab Saudi) Handayani, Sri; Dwiputri , Inayati Nuraini; Wati, Andy Prasetyo; Sholeh , Badrus; Rinaldi, Cherry; Amalina, Endah Nur; Kurniawan, Restu Agus Dwi
Dedication : Jurnal Pengabdian Masyarakat Vol 9 No 1 (2025): (In Progress)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/dedication.v9i1.2273

Abstract

Banyak guru masih belum sepenuhnya memahami konsep literasi global dan bagaimana memasukkannya ke dalam kurikulum dan pendekatan pembelajaran mereka. Keterbatasan ini dapat disebabkan oleh berbagai hal, seperti kurangnya pelatihan guru dalam literasi global yang memadai, kekurangan sumber daya yang relevan, dan tekanan dari kurikulum yang sudah ada. Pendekatan Focus Group Discussion (FGD) dan pendampingan digunakan untuk mencapai tujuan kegiatan PKMLN, yaitu mengatasi masalah yang ada di mitra. Di Sekolah Indonesia Riyadh (SIR), Arab Saudi, 35 guru dari berbagai mata pelajaran terlibat dalam kegiatan ini. Hasil kegiatan menunjukkan bahwa peserta membuat rencana dan menilai sesuai dengan kriteria Kurikulum Merdeka. Hal ini menunjukkan bahwa para peserta tidak hanya memiliki kompetensi guru yang memadai, tetapi juga menunjukkan komitmen yang kuat terhadap melaksanakan tugas dan tanggung jawab sebagai guru dalam kurikulum merdeka.
Enhancing Elementary Students’ Engagement and Understanding through Generative AI Integration in Digital Learning Environments Sakinah; Rinaldi, Cherry; Khamidi, Amrozi; Amalia, Kaniati; Haq, Mohammad Syahidul
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1787

Abstract

This study investigates the effectiveness of integrating generative Artificial Intelligence (AI) into digital learning environments in enhancing engagement and understanding among elementary school students. Employing a quasi-experimental design with pretest-posttest control groups, the research involved 60 fourth- and fifth-grade students at Sekolah Indonesia Riyadh. The experimental group received instruction integrated with generative AI tools, such as ChatGPT, over six weeks, while the control group engaged in conventional digital learning without AI support. Student engagement was measured through validated questionnaires capturing cognitive, affective, and behavioral dimensions, and comprehension was assessed using standardized tests. Results revealed statistically significant improvements in both engagement and understanding within the experimental group compared to the control group. The use of generative AI facilitated personalized, responsive learning, enabling students to interact meaningfully with content, clarify concepts in real time, and maintain higher levels of motivation and participation. These findings underscore the potential of generative AI as an effective pedagogical instrument in elementary education. The study further emphasizes the importance of teacher facilitation and institutional readiness in ensuring successful AI integration. Although limited by duration and context, this research provides empirical evidence supporting the thoughtful adoption of generative AI in education. Future studies are recommended to explore long-term impacts and broader implementation across diverse educational settings. The study concludes that generative AI, when applied within pedagogically grounded frameworks, can significantly enhance the quality of digital learning experiences for young learners.
Educational Diplomacy in Practice: Embassy-School Collaboration and the Strategic Role of Indonesia's Education Attaché in Riyadh Rinaldi, Cherry; Khamidi, Amrozi; Amalia, Kaniati
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2074

Abstract

This study explores the strategic synergy between the Embassy of the Republic of Indonesia (KBRI) in Riyadh and Sekolah Indonesia Riyadh (SIR) in advancing Indonesia's educational diplomacy agenda. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis to examine the role of the Atase Pendidikan dan Kebudayaan (Atdikbud) and institutional cooperation in promoting soft power through education. Findings show that educational diplomacy in Riyadh functions not only as a platform for academic instruction but also as a tool for cultural transmission and national branding. Between 2022 and 2024, more than ten joint programs were implemented, including cultural festivals, teacher training workshops, and local BIPA classes attended by over 150 Saudi participants. Teachers and principals emphasized that Atdikbud acts as “a bridge that connects policy and practice,” facilitating curriculum adaptation, digital learning initiatives, and cross-cultural engagement. Challenges such as bureaucratic constraints, cultural sensitivity, and limited resources were addressed through adaptive strategies, including digitalizing school administration (SISILN) and inter-ministerial coordination. SIR serves as a cultural outpost, strengthening national identity among Indonesian diaspora youth while promoting intercultural understanding. The study highlights that educational diplomacy is most effective when it integrates governmental policy, institutional commitment, and community participation. This research contributes to diplomacy studies by providing empirical evidence of how education can serve as a measurable form of Indonesia’s soft power, especially in culturally and politically sensitive contexts like Saudi Arabia. Recommendations include developing evaluation frameworks, expanding international cooperation, and sustaining support from the Ministry of Education and Ministry of Foreign Affairs to enhance the impact and continuity of Indonesian Overseas Schools as instruments of educational diplomacy.
Co-Authors Amalia, Kaniati Amalina, Endah Nur Amrozi Khamidi Andy Prasetyo Wati Dwiputri , Inayati Nuraini Handayani, Sri Kurniawan, Restu Agus Dwi Mohammad Syahidul Haq Sakinah Sholeh , Badrus