Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Elementary and Childhood Education
Ni Made Yeni Suranti
University of Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Future Classrooms: A Review of AI-Based Media Innovation and Gamification in Primary Schools Gunawan Gunawan; Ni Made Yeni Suranti; Imran Imran; Fahmi Yahya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 1 (2025): Edisi Maret 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital transformation in primary education over the last five years (2020-2024) has drastically changed the landscape of learning media. This article aims to examine media innovations based on Artificial Intelligence (AI) and Gamification, as well as the role of immersive technologies such as Augmented Reality (AR) and Virtual Reality (VR) in Primary Schools. Through a literature review of selected studies, the analysis shows that AI implementation is effective in supporting deep learning in critical subjects such as Mathematics and language introduction. Meanwhile, gamification was found to play a significant role in increasing intrinsic motivation and ecological awareness, and is specifically capable of reducing students' academic anxiety in physical education and mathematics. The integration of AR and VR is proven to enrich sensory engagement and student creativity in language and arts learning. This review concludes that the synergy of AI-based media and gamification creates a "Future Classroom" ecosystem that is more interactive and inclusive, although teacher competency readiness remains a determining factor for successful implementation.
Digital Transformation of Learning Media in Elementary Schools: A Shift from Physical Props to Augmented Reality Gunawan Gunawan; Ni Made Yeni Suranti; Imran Imran; Lovy Herayanti; Kurniawan Arizona; Fahmi Yahya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The transformation of learning media in elementary schools has undergone a significant evolution, moving from a reliance on physical props to the utilization of immersive technologies. This review article aims to analyze this paradigm shift, starting from the use of static visual media to the adoption of Augmented Reality (AR). Through a literature review of various recent studies, the analysis focuses on how interactive digital platforms and gamification act as a transitional bridge before reaching the stage of AR technology, which is capable of visualizing abstract concepts in real-time. The analysis reveals that the shift to AR does not only replace the role of physical props in terms of cost and space efficiency but also provides a superior impact on enhancing student engagement, reducing cognitive load, and fostering deeper conceptual understanding. This review concludes that digital transformation in elementary schools is a crucial step in creating an adaptive and futuristic learning environment for Generation Alpha.
Integrating Ethnopedagogy-Based E-Learning to Enhance Creativity of Prospective Elementary School Teachers: Student and Lecturer Perceptions Muhammad Erfan; Ni Made Yeni Suranti; Ibrahim; Siti Istiningsih; Nurul Kemala Dewi
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11067

Abstract

In the digital era, integrating local cultural knowledge through ethnopedagogy makes science learning more contextual and engaging. This study examines the practicality of an ethnopedagogy-based e-learning tool for prospective elementary school teachers using the develop phase of the 4-D model. Practicality was assessed through classroom observations and questionnaires administered to both lecturers and students. Observation showed excellent implementation (average score 99.67%). Lecturers’ responses using a 1–5 Likert scale also showed high averages: 4.57 for the Semester Learning Plan, 4.64 for the Student Assignment Plan, 4.41 for the Student Worksheet, 4.35 for Teaching Materials, and 4.55 for the e-learning aspect. Student responses further confirmed the tool’s practicality, with scores of 4.35 for understanding ethnopedagogy, 4.75 for LMS engagement, 4.80 for ease of access and use, 4.46 for facilitating creativity, 4.85 for feedback and evaluation, and 5.00 for learning quality. The use of structured questionnaires provided comprehensive insights into the tool’s usability, cultural relevance, and effectiveness in facilitating interactive learning. Although minor loading issues occurred, they did not hinder learning. These findings indicate that the ethnopedagogy-based e-learning tool is highly practical and supports effective, culturally responsive science education at the elementary level.
Integrating QR Code Technology in Elementary Science Content: A Developmental Study on Critical Thinking Skills Ibrahim; Nurwahidah; Ni Made Yeni Suranti; Nurkhaerat Alimuddin
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12629

Abstract

Critical thinking skills among prospective elementary school teachers remain limited, requiring innovative approaches in learning. This study developed and evaluated QR Code–based teaching materials for the course Basic Concepts of Elementary School Science to enhance students’ critical thinking. Using a quasi-experimental one-group pretest–posttest design with 59 PGSD students, critical thinking was assessed through four dimensions: clarification, assessment, inference, and strategy. Results showed a significant improvement, with an average N-Gain of 0.429 (moderate), indicating meaningful progress in students’ critical thinking abilities. Score distributions shifted markedly toward higher categories, with the most consistent improvement in the strategy dimension. These findings demonstrate that QR Code–based materials not only make learning more flexible and interactive but also effectively foster higher-order thinking skills. The study concludes that integrating such materials into teacher education curricula is essential to strengthen 21st-century competencies and better prepare future elementary school teachers.
Co-Authors Fahmi Yahya Fahmi Yahya G. Gunawan, G. Gunawan Gunawan Ibrahim Imran Imran Kurniawan Arizona Lovy Herayanti Muhammad Erfan Nurkhaerat Alimuddin Nurul Kemala Dewi Nurwahidah Siti Istiningsih