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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) AMPLITUDO: Journal of Science & Technology Innovation Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Health and Medical Education Indonesian Journal of Innovation and Educational Technology
Ni Made Yeni Suranti
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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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

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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

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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.
The Role of Artificial Intelligence in Supporting Effective and Adaptive Learning Planning Ni Made Yeni Suranti; Ni Ketut Yeni Pradmawati
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2074

Abstract

The development of digital technology is driving the use of Artificial Intelligence (AI) in education, particularly in lesson planning. This article aims to examine the role of Artificial Intelligence in supporting effective and adaptive lesson planning. The method used is a literature review, reviewing various books, journal articles, and relevant scientific proceedings. The results of the study indicate that AI, particularly generative Artificial Intelligence such as ChatGPT, can help teachers develop lesson plans that are more structured, aligned, and based on student needs. AI supports the formulation of learning objectives, the selection of learning strategies, the development of learning activities, and the design of assessments that align with learning outcomes. In addition to increasing effectiveness, AI also plays a role in creating adaptive lesson plans through the analysis of data on student abilities and learning progress. However, the use of AI still faces challenges related to teacher digital literacy, ethics, data privacy, and infrastructure readiness. Therefore, AI needs to be used wisely as a tool to support teacher professionalism.
Pelatihan Pembelajaran Inovatif Bagi Guru untuk Mewujudkan Peserta Didik Yang Cerdas, Sehat, dan Bahagia Gunawan Gunawan; Ni Made Yeni Suranti; Hamsu Kadriyan; Qothrunnada Qothrunnada; Baiq Nabila Saufika Zainuri
Indonesian Journal of Education and Community Services Vol. 6 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijecs.v6i1.2575

Abstract

Teachers are instrumental in advancing 21st-century education and implementing Indonesia's Merdeka Curriculum, which emphasizes the integration of cognitive development, mental resilience, and a positive learning environment. However, teachers in Alas District, Sumbawa Regency, continue to face challenges in designing innovative learning that promotes Higher Order Thinking Skills (HOTS) and mental health literacy. This community service program aimed to enhance teachers' understanding and practical competencies in implementing innovative learning grounded in mental health literacy. The program was conducted offline through the University of Mataram's Mental Health Literacy Research Product Dissemination Program and involved 60 teachers from early childhood, primary, junior secondary, and senior secondary education levels. The implementation consisted of coordination, training sessions (lectures, discussions, sharing sessions, and a Kahoot-based quiz), and observation-based evaluation. The findings revealed high participant engagement and enthusiasm while fostering a collaborative forum for exchanging best teaching practices to support students' cognitive development, mental well-being, and overall happiness.
Fostering Quality Education (SDG 4): Transforming QR Codes from 'Scanning' to 'Scaffolding' to Enhance Pre-Service Teachers' Critical Thinking Ibrahim Ibrahim; Nurwahidah Nurwahidah; Ni Made Yeni Suranti; Nurkhaerat Alimuddin; Bahtiar Bahtiar; Maimun Maimun; Rangga Alif Faresta; Ismit Hi Karim; Trisno Setiawan
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.523

Abstract

This study addresses the "pedagogical digital gap" by proposing a shift from using technology for content delivery ("scanning") to cognitive support ("scaffolding"). It investigates the effectiveness of a QR-Code Integrated Inquiry model on pre-service primary teachers' critical thinking skills. Employing a quasi-experimental design with 60 participants, data were analyzed using ANCOVA. Findings revealed a highly significant difference () between groups. The experimental group achieved a notably higher adjusted mean (57.43) compared to the control group (34.88), with a massive effect size (). The intervention successfully reduced extraneous cognitive load, facilitating deep reasoning consistently across genders and science topics. The study concludes that re-engineering simple technology as scaffolding creates a robust, inclusive learning ecosystem for teacher education
Exploring Pre-Service Teachers' Perceptions on Mental Health: An Initial Survey Hamsu Kadriyan; Gunawan Gunawan; Ni Made Yeni Suranti; Dian Puspita Sari; Baik Nilawati Astini; Cut Warnaini
Indonesian Journal of Health and Medical Education Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijhme.v1i1.1844

Abstract

Mental health is a crucial aspect in shaping the professional readiness of prospective teachers. However, this issue remains underexplored in teacher education, despite the complex emotional and academic pressures faced by students. This study aims to describe the perceptions of prospective teachers regarding mental health, in terms of their knowledge, experiences, and expectations for institutional support. The research employed a descriptive quantitative approach involving 630 prospective teachers from various semesters. The instruments used consisted of a Likert scale, binary (Yes/No) questions, and open-ended questions. Data were analyzed using descriptive techniques, including mean scores, frequency distribution, and thematic analysis. The findings revealed that students demonstrated a high level of awareness regarding the importance of mental health (mean score = 4.85), yet not all felt comfortable discussing the issue or seeking help when experiencing psychological pressure. A total of 63.17% of respondents had experienced or knew someone who experienced mental health problems, but only 37.14% felt they had adequate resources to cope. Student suggestions included the need for mental health education, counseling services, and awareness campaigns within the campus environment. These findings underscore the importance of integrating mental health education into teacher training curricula. Systematic efforts are needed to enhance literacy, reduce stigma, and foster a more supportive campus environment for the psychological well-being of future educators.
Co-Authors Astini, Baik Nilawati Bahtiar, Bahtiar Baiq Nabila Saufika Zainuri Cut Warnaini Dian Puspita Sari Fahmi Yahya Fahmi Yahya G. Gunawan Gunawan Gunawan Hamsu Kadriyan Ibrahim Ibrahim Ibrahim Imran Imran Ismit Hi Karim Kurniawan Arizona Lovy Herayanti Maimun Maimun Muhammad Erfan Ni Ketut Yeni Pradmawati Nurkhaerat Alimuddin Nurul Kemala Dewi Nurwahidah Nurwahidah Nurwahidah Qothrunnada Qothrunnada Rangga Alif Faresta Siti Istiningsih Trisno Setiawan