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All Journal Action Research Journal Indonesia (ARJI) Indonesian Journal of Multidisciplinary on Social and Technology Jurnal Informasi, Teknologi, Engineering, dan Sains International Journal of Educational Narratives
Dio Eriawandi
Universitas Tangerang Raya
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Social Sciences

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Implementasi Peran Guru Bimbingan dan Konseling dalam Mengatasi Kesulitan Belajar Siswa di SD Plus Islamic Village Tangerang Dio Eriawandi; Ady Darmansyah; Umi Sumiati As
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.717

Abstract

Di sekolah dasar, kesulitan belajar siswa sering muncul dalam bentuk hambatan akademik maupun non-akademik, seperti kurangnya motivasi belajar, masalah konsentrasi, kesulitan memahami materi, hingga persoalan perilaku dan emosi. Kondisi ini menunjukkan bahwa layanan bimbingan dan konseling tidak hanya dibutuhkan pada jenjang SMP dan SMA, tetapi juga penting diterapkan di SD untuk membantu perkembangan dan keberhasilan belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan peran guru bimbingan dan konseling (BK) di sekolah dasar, pelaksanaan layanan bimbingan konseling yang dijalankan oleh guru BK, serta upaya yang ditempuh guru BK dalam menangani kesulitan belajar siswa. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Adapun subjek penelitian meliputi guru BK, guru kelas, dan kepala sekolah. Pengumpulan data dilakukan melalui tiga teknik, yakni observasi, wawancara, dan dokumentasi. Sementara itu, analisis data ditempuh melalui serangkaian tahapan yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa peran guru BK dalam implementasinya telah membuktikan bahwa kesulitan belajar siswa tidak semata-mata dapat diatasi melalui intervensi guru BK secara langsung. Peran tersebut terwujud dalam berbagai fungsi, di antaranya sebagai fasilitator yang memanfaatkan sarana dan prasarana BK untuk mengarahkan, membimbing, serta menangani permasalahan akademik maupun non-akademik siswa, sekaligus hadir sebagai pendengar yang empatik dan responsif. Pelaksanaan bimbingan konseling hampir selaras dengan pedoman penyelenggaraan bimbingan konseling yang dapat diimplementasikan bagi sekolah dasar meliputi tahap perencanaan, pelaksanaan dan evaluasi. Upaya guru yang BK lakukan dapat membantu para guru kelas mengatasi kesulitan belajar dengan mendiagnosis yang mengalami kesulitan belajar, mendalami faktor yang dapat meningkatkan keberhasilan belajar, mencari akar masalah dan juga mencari solusinya. Penelitian diharapkan dapat dijadikan sebagai inovasi atau gagasan ide bagi seluruh satuan pendidikan khususnya sekolah dasar bahwa tidak hanya tingkat SMP dan SMA yang membutuhkan kompetensi guru BK, tetapi di sekolah dasar pula sangat dibutuhkan.
Pengaruh Gaya Belajar Terhadap Hasil Belajar IPA Materi Perubahan Wujud Benda Kelas IV Di MIS Anwarul Huda Riska Amalia; Dio Eriawandi; Yudhi Esa Saputra
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.10695

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan rendahnya keaktifan, motivasi, serta capaian hasil belajar IPA siswa kelas IV MIS Anwarul Huda. Kondisi tersebut diduga disebabkan oleh ketidakmampuan siswa dalam mengenali karakteristik gaya belajar yang paling efektif bagi diri mereka sendiri. Tujuan penelitian ini adalah untuk mengetahui pengaruh positif dan signifikan gaya belajar siswa terhadap hasil belajar IPA pada materi perubahan wujud benda. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode asosiatif. Populasi penelitian mencakup seluruh siswa MIS Anwarul Huda dengan sampel jenuh kelas IV yang berjumlah 22 orang, yang ditentukan melalui teknik probability sampling jenis cluster sampling. Teknik pengumpulan data menggunakan instrumen observasi, angket (kuesioner) untuk gaya belajar (X), dan dokumentasi nilai tes untuk hasil belajar IPA (Y). Uji prasyarat analisis menggunakan uji normalitas Shapiro-Wilk dan uji linearitas dengan bantuan SPSS versi 26. Hasil analisis regresi linear sederhana menghasilkan persamaan Y = -3,656 + 1,167X. Pengujian hipotesis parsial (uji t) menunjukkan nilai t hitung > ttabel (2,270 > 1,717) dengan signifikansi 0,034 < 0,05, sehingga Ho ditolak dan Ha diterima. Koefisien determinasi (R2) bernilai 0,205, yang berarti variabel gaya belajar memberikan kontribusi pengaruh sebesar 20,5% terhadap hasil belajar IPA, sedangkan 79,5% sisanya dipengaruhi oleh faktor lain di luar model penelitian. Kesimpulan dari penelitian ini menunjukkan terdapat pengaruh positif dan signifikan antara gaya belajar terhadap hasil belajar IPA materi perubahan wujud benda siswa kelas IV di MIS Anwarul Huda.
AI-driven adaptive learning: Personalisasi dalam pembelajaran berbasis psikologi kognitif di perguruan tinggi Miftakhuddin; Muhammad Rizal Fahmi; Dio Eriawandi
Journal Information Technology Engineering and Science (JITES) Vol 4 No 2 (2025)
Publisher : Universitas Tangerang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63494/jites.v4i2.269

Abstract

In the digital era, AI-driven adaptive learning is becoming an innovative solution in higher education by customizing learning experiences based on student needs. This model increases learning engagement and effectiveness, but the challenge of integrating AI technology with optimal pedagogy remains. This research uses mixed methods, combining quantitative surveys and experiments with interviews and qualitative user interaction analysis. Inferential statistical analysis and thematic approaches were used to process the data. The results showed that the AI-based adaptive learning system accelerated concept understanding and increased student motivation. However, challenges such as digital infrastructure readiness, lecturers' skills in managing adaptive technology, as well as students' potential dependence on the system are still obstacles. The implications of this research confirm the importance of institutional policies to support AI integration, lecturer training in adaptive system management, and algorithm development that balances personalization with social interaction. The findings contribute to the development of a more holistic and inclusive model of adaptive learning in higher education.
Efektivitas microlearning berbasis AI dalam meningkatkan daya serap mahasiswa Miftakhuddin; Dio Eriawandi; Muhammad Rizal Fahmi
Journal Information Technology Engineering and Science (JITES) Vol 4 No 2 (2025)
Publisher : Universitas Tangerang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63494/jites.v4i2.272

Abstract

In the digital era, universities face the challenge of adapting teaching methods to the dynamic needs of students. Microlearning, as a small segment-based approach, is increasingly relevant in improving learning effectiveness, especially with the support of artificial intelligence (AI) that enables personalization of the learning experience. This research uses a qualitative approach with a case study method in several universities that have adopted AI-based microlearning. Data were collected through in-depth interviews, observation of platform usage, and document analysis, and analyzed using thematic techniques. The results show that AI-based microlearning increases student engagement, accelerates concept understanding, and provides flexibility of access to learning. AI also enables personalization of learning materials which has a positive impact on information retention. However, challenges such as lecturer readiness, infrastructure, and ethical use of AI remain a concern. The implications of this study highlight the need for policies and training to optimize the integration of AI in microlearning, in order to create an adaptive, inclusive, and efficient learning environment in higher education.
Nature as a Communication Rich Setting for Multidomain Language Use in Children With Autism: A Conceptual Narrative Review Angga Eryana; Juhanaini Juhanaini; Imas Diana Aprilia; Riksma Nurahmi Rinalti Akhlan; Raynald Rahmadani Manullang; Dio Eriawandi
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4516

Abstract

Background. Autistic children show heterogeneous receptive, expressive, pragmatic, and functional communication profiles that vary with the context of language use. Research on nature has mostly treated natural environments as interventions rather than examining what these settings offer for communication. Purpose: This conceptual narrative review examines how natural environments can be conceptualized as communication-rich settings for multidomain language use in autistic children. Method: ERIC, SciSpace, and Consensus were searched on October 14, 2026, and selection was reported with a PRISMA 2020 flow diagram: 861 records were identified, 655 screened, and 120 full-text reports assessed. Each study was rated on five criteria (population, setting, outcome, design strength, and confounding risk), and evidence from autistic samples was separated from bridging evidence from non-autistic children before thematic synthesis. Results: Five themes were identified: material-semantic, dynamic-exploratory, social-interactional, and contextual-functional affordances, and conditional enrichment through person-environment fit. No study was rated high. Autism-specific outdoor evidence offered moderate support only for social communication and was confounded with intervention components; the highest-rated support for expressive and functional language came from non-autistic children, and support for receptive language was weak. The resulting framework links natural setting qualities to referential, epistemic, instrumental, and social-interactional affordances, treats the communication partner as a mediator and person-environment fit as a moderator, and states six testable propositions. Conclusion: Nature is best understood as a potentially communication-rich context rather than an established language intervention. Educators can design accessible, sensory-adapted, and partner-supported outdoor activities, while future studies should compare matched natural and non-natural settings with autistic children, use domain-specific language measures, and test generalization across partners and settings.
Co-Authors Ady Darmansyah Akhlan, Riksma Nurahmi Rinalti Angga Eryana Imas Diana Aprilia Juhanaini Juhanaini Miftakhuddin Muhammad Rizal Fahmi Raynald Rahmadani Manullang Riska Amalia Umi Sumiati As Yudhi Esa Saputra