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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English for Academic and Specific Purposes (JEASP) Martabe : Jurnal Pengabdian Kepada Masyarakat Journal on Education Jurnal Abdi Insani Budimas : Jurnal Pengabdian Masyarakat PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Sylvia Sylvia
Universitas Terbuka
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DARI KEBIJAKAN KE PRAKTIK: MEMPERKUAT KAPASITAS GURU SEKOLAH DASAR UNTUK PEMBELAJARAN MENDALAM MELALUI PENGABDIAN MASYARAKAT Bachtiar, Bachtiar; Ramdhani, Sendi; Sylvia, Sylvia
Jurnal Abdi Insani Vol 12 No 11 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i11.3040

Abstract

Contemporary perspectives on 21st-century education emphasize that primary schooling must cultivate transferable competencies that extend beyond content mastery. In Indonesia, the implementation of the 2023 Curriculum and the Merdeka Belajar framework foregrounds Deep Learning (Pembelajaran Mendalam) as a means to achieve the 6Cs (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking) from the earliest grades. This study reports a community service (Pengabdian Kepada Masyarakat, PKM) intervention designed to strengthen primary teachers’ capacity to understand and implement this policy in their classrooms. The program involved 28 teachers from SD Negeri Pondok Cabe Ilir 02, Tangerang Selatan, and adopted a four-stage model: observation, socialization, workshop and mentoring, and evaluation. A mixed-methods approach was employed, incorporating teacher surveys on knowledge and self-efficacy, classroom observations aligned with the 6Cs, analysis of lesson plans and student artifacts, and focus group discussions. Data were analyzed using descriptive statistics, inferential tests, and thematic analysis. The findings reveal significant improvements in teachers’ knowledge, understanding, and awareness of Deep Learning, which fostered a collective commitment to redesign lessons and adopt more active, student-centered pedagogies. Teachers applied differentiated strategies across grade levels: story- and play-based learning in lower grades, and guided inquiry in both middle and upper grades. The program also encouraged professional collaboration and mentoring, although barriers such as limited preparation time, insufficient resources, and varied levels of teacher readiness persisted. These results suggest that the implementation of Deep Learning in primary schools requires sustained and context-sensitive professional development, supportive school leadership, adequate resources, and longitudinal research to link changes in teacher practice with long-term improvements in student learning outcomes.
Applying ChatGPT as an AI Writing Assistant: EFL Teachers’ and Students’ Perceptions in a Senior High School in Sorong Melva Yanti Sianturi; Andang Saehu; Sylvia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10293

Abstract

This study explores the perceptions of EFL teachers and students regarding the use of ChatGPT as an AI writing assistant in English writing activities at a public senior high school in Sorong, Southwest Papua. The study is grounded in the Technology Acceptance Model (TAM), which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU). A qualitative case study approach was employed involving four English teachers and six eleventh-grade students who had experience using ChatGPT in writing activities. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis based on TAM constructs. The findings reveal that both teachers and students perceive ChatGPT as a useful tool for supporting English writing activities. Teachers reported that ChatGPT assists in generating teaching materials, writing prompts, and feedback more efficiently, while students found it beneficial for generating ideas, improving grammar, expanding vocabulary, and organizing their writing. Participants also perceived ChatGPT as easy to use due to its simple interface and accessible interaction process. Furthermore, both teachers and students demonstrated positive attitudes toward its use and expressed strong intentions to continue utilizing the tool in writing activities. These perceptions were reflected in their actual use of ChatGPT in routine teaching and learning practices. The study concludes that ChatGPT is perceived as a supportive tool in EFL writing instruction when used appropriately, highlighting the importance of pedagogical guidance to ensure responsible and effective integration of AI tools in language learning.
Co-Authors Andang Saehu Bachtiar Bachtiar Emilizar Emilizar Harmiati Harmiati Harmiati Harmiati, Harmiati Juhana, Juhana Maya Puspitasari Melva Yanti Sianturi Puspitasari, Kristanti Ambar Sendi Ramdhani Sri Dewi Nirmala Topuh, Jelpris Utami Widiati Wahyurianto, Ibnu Widya Rizky Pratiwi, Widya Rizky Zuhairi, Aminudin