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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JPLED Jurnal Ragam Pengabdian
Arini Dwi Cahyani
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
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Pemberdayaan Masyarakat pada Program Pengelolaan Bank Sampah Resik Becik untuk Meningkatkan Kemandirian Kelurahan Krobokan Kota Semarang Lusi Rahmawati; Arini Dwi Cahyani
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/qqnejv80

Abstract

Pengelolaan sampah di Kota Semarang menghadapi tantangan serius akibat pertumbuhan penduduk dan rendahnya kesadaran memilah sampah. Kondisi ini mendorong implementasi Program Bank Sampah Resik Becik (BSRB) di Kelurahan Krobokan sebagai inovasi berbasis komunitas yang mengintegrasikan pemberdayaan masyarakat dengan pengelolaan lingkungan. Tujuan penelitian ini adalah menganalisis proses, dampak kemandirian (ekonomi, sosial, lingkungan), serta faktor pendukung dan penghambat program BSRB. Metode yang digunakan adalah kualitatif deskriptif, mengumpulkan data melalui wawancara mendalam, observasi, dan dokumentasi. Hasil penelitian menunjukkan proses pemberdayaan BSRB mengikuti empat tahapan: penyadaran, penguatan kapasitas (capacity building), aksi kolektif, dan keberlanjutan. Program ini berhasil meningkatkan kompetensi teknis melalui pelatihan daur ulang dan membuka peluang ekonomi alternatif. Proses ini juga diperkuat oleh elemen teori ACTORS. Kesimpulannya, meskipun BSRB signifikan dalam membangun kesadaran dan kompetensi masyarakat, kemandirian penuh masih terbatas. Hambatan utama termasuk partisipasi warga yang selektif (terpusat pada kelompok inti), rendahnya disiplin memilah sampah secara merata, dan ketergantungan operasional pada ketua BSRB.  
Montessori-Based Learning Management in Developing Early Childhood Independence Sofi Putri Nirmalasari; Arini Dwi Cahyani
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1103

Abstract

Parental awareness in paying attention to child development is an urgency to choose an early childhood education (ECE) institution based on the child's nature. This study has the following objectives: (1) To find out the planning of Montessori-based learning in developing the independence of early childhood, (2) the implementation of Montessori-based learning in developing the independence of early childhood, and (3) the evaluation process of Montessori-based learning in developing the independence of early childhood. The approach of this study is descriptive qualitative, using in-depth interview study techniques, participatory observation, and documentation involving the principal, two teachers, and one parent. This study was conducted at the Tiny Ladybug Education Center in Semarang. The results of the study show that (1) the planning process at the Tiny Ladybug Education Center is carried out by adjusting the needs of children according to their age, (2) Implementation of learning by preparing a structured environment (prepared environment), independent learning activities, and teaching life skills. Evaluation of learning involves schools and parents with the aim of mutual elaboration.
THE EFFECTIVENESS OF AI-BASED LEARNING AND GAMIFICATION IN ENHANCING ACADEMIC ACHIEVEMENT: A LITERATURE REVIEW Anis Yuliani; Arini Dwi Cahyani; Muh. Sholeh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.45580

Abstract

This systematic literature review synthesizes empirical evidence on the effectiveness of AI-based learning and gamification—both independently and in combination—in improving students' academic achievement. Drawing from 124 peer-reviewed journal articles published between 2021 and 2026 extracted from Scopus, Web of Science, and ERIC databases, the analysis focuses on experimental, quasi-experimental, and meta-analytic studies across primary, secondary, and higher education contexts. Findings reveal that gamification consistently yields moderate-to-large positive effects on achievement (Hedge's g = 0.79–1.12), while AI-driven adaptive systems enhance outcomes through personalization (effect sizes 0.40–0.97). Combined AI-gamification approaches demonstrate the strongest gains by integrating real-time feedback, adaptive difficulty, and motivational game elements (g up to 1.24). Mechanisms include increased engagement, intrinsic motivation, and self-regulated learning. Challenges such as digital equity and over-reliance on extrinsic rewards are noted. The review concludes that integrating AI and gamification offers a scalable, evidence-based pathway to elevate academic achievement, with clear implications for curriculum design and teacher training.
Co-Authors Anis Yuliani Firman Maulana Rusdi Lusi Rahmawati Muh. Sholeh Sofi Putri Nirmalasari