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Development of E-Modules Containing Literature on the Theme "I Love Indonesia" in Elementary Schools Saddam Fathurrachman; Novi Eka Saputri; Mudayat Mudayat
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 1 (2025): April : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i1.2009

This study aims to develop an e-module containing literature with the theme "I Love Indonesia" to improve students' understanding of literature and strengthen nationalism values. Using the ADDIE model ( Analyze, Design, Develop, Implement, Evaluate ), this study was conducted at SD Islam Al Amanah Tangerang Selatan through a research and development (R&D) approach. The results of the analysis indicate an urgent need for interactive digital teaching materials that are appropriate to the characteristics of elementary school students. The development of the e-module considers pedagogical, aesthetic, and interactivity aspects by integrating text, images, animation, and video. Formative evaluations were conducted throughout the development process, while summative evaluations showed that 84% of students experienced an increase in literary understanding after using the e-module, and 90% of teachers responded positively to the ease of compiling and delivering the material. Although the results showed high effectiveness in terms of nationalism (92%) and practicality of use (88%), student participation (84%) indicated the need for improved interactive features. Thus, this e-module is not only an effective medium in learning literature, but also an important tool in strengthening nationalist character education in elementary schools.

Teacher’s Perceptions and Institutional Preparedness For Implementing AI in Learning Assessment at The Elementary School Level Saddam Fathurrachman; Novi Eka Saputri
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): VOL 8 N0 1 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6484

The digital transformation in education encourages the integration of Artificial Intelligence as a supportive tool in various instructional processes, including student assessment. This study aims to explore the perceptions of primary school teachers and the readiness of schools in implementing AI for learning assessment. A descriptive qualitative approach was employed, supported by descriptive quantitative data analysis. Data were collected from 15 elementary school teachers at Bogor Regency through questionnaires and semi-structured interviews, focusing on three key aspects: teachers’ knowledge of AI, their attitudes toward its use, and the readiness of school infrastructure. The findings indicate that the majority of teachers (73%) expressed positive attitudes toward AI implementation, with 60% demonstrating basic knowledge of AI concepts. However, only 40% reported that their schools were adequately equipped with the necessary infrastructure to support such technological integration. Further qualitative analysis reveals that while positive attitudes are a promising starting point, they must be supported by intensive training programs and clear policy frameworks to ensure the contextual and sustainable use of AI in assessment practices.

Development of E-Modules Containing Mutual Cooperation Characters on the Theme of Local Wisdom in Elementary Schools Novi Eka Saputri; Saddam Fathurrachman; Mudayat Mudayat
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 1 (2025): April : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i1.2030

Character education, especially in the context of the Independent Curriculum and the Pancasila Student Profile (P5), is an important aspect in forming a competent and characterful generation. One of the core values that needs to be instilled is mutual cooperation, which reflects the spirit of cooperation and social solidarity in Indonesian culture. However, the integration of mutual cooperation values in learning in elementary schools faces challenges, especially related to the limited availability of effective teaching materials. This study aims to develop an e-module based on local wisdom that integrates mutual cooperation values. The main focus of this study is to assess the validity or feasibility of the e-module developed in supporting interactive and relevant project-based learning. The method used is Research and Development ( R&D) with the ADDIE model ( Analyze, Design, Development, Implementation, and Evaluation). Data collection in this study used a Likert scale . This study produced an e-module that integrates the value of mutual cooperation on the theme of local wisdom in Elementary Schools. Based on the evaluation conducted, this e-module shows good feasibility, in the assessment aspect of the module shows a level of interest of 94% and practicality of 89%, confirming that this module is relevant, interesting, and easy to use in character-based learning.

Teacher’s Perceptions and Institutional Preparedness For Implementing AI in Learning Assessment at The Elementary School Level Saddam Fathurrachman; Novi Eka Saputri
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6484

The digital transformation in education encourages the integration of Artificial Intelligence as a supportive tool in various instructional processes, including student assessment. This study aims to explore the perceptions of primary school teachers and the readiness of schools in implementing AI for learning assessment. A descriptive qualitative approach was employed, supported by descriptive quantitative data analysis. Data were collected from 15 elementary school teachers at Bogor Regency through questionnaires and semi-structured interviews, focusing on three key aspects: teachers’ knowledge of AI, their attitudes toward its use, and the readiness of school infrastructure. The findings indicate that the majority of teachers (73%) expressed positive attitudes toward AI implementation, with 60% demonstrating basic knowledge of AI concepts. However, only 40% reported that their schools were adequately equipped with the necessary infrastructure to support such technological integration. Further qualitative analysis reveals that while positive attitudes are a promising starting point, they must be supported by intensive training programs and clear policy frameworks to ensure the contextual and sustainable use of AI in assessment practices.

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