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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI
Syahidah, Welldiani
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Social Sciences Other

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Analisis Implementasi Artificial Intelligence (AI) terhadap Pengaruh Kemampuan Berpikir Kritis Siswa Sekolah Dasar Putri, Anggie Ananda; Syahrani, Anggun; Syahidah, Welldiani; Putri, Aulia; Avsha, Adika; Nurjannah, Adektikah; Reinita, Reinita; Salmaini, Salmaini
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.27792

Abstract

Di era pendidikan abad ke-21, kompetensi utama yang harus dimiliki oleh siswa salah satunya adalah kemampuan berpikir kritis. Kehadiran teknologi berbasis kecerdasan buatan (AI) seperti Puzzle Maker, Wordwall, dan ChatGPT dinilai mampu menciptakan suasana belajar yang lebih interaktif, responsif, dan terpersonalisasi, sehingga dapat menunjang meningkatnya keterampilan berpikir kritis. Tujuan penelitian ini adalah untuk mengevaluasi dampak penerapan AI terhadap kemampuan berpikir kritis siswa sekolah dasar melalui metode kajian pustaka secara sistematis (Systematic Literature Review). Berdasarkan telaah terhadap sepuluh artikel yang relevan, ditemukan bahwa pemanfaatan AI dalam proses pembelajaran memberikan kontribusi positif yang signifikan dalam meningkatkan kemampuan berpikir kritis siswa di tingkat sekolah dasar.
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN MELALUI STRATEGI GUIDED READING PADA SISWA KELAS IV SD NEGERI 12 PADANG BESI KOTA PADANG Syahidah, Welldiani; Azmi Alwi, Nur; Chandra, Chandra; Amini, Risda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60858

Abstract

This study was prompted by the low reading comprehension skills observed among fourth-grade elementary students. Key problems identified included students' inability to retell what they had read, difficulty answering text-based questions—often resorting to asking the teacher directly rather than attempting an answer—an inability to draw conclusions from a passage, and difficulty grasping both explicit and implicit information within a text. Even students who could read fluently still struggled to understand the content itself. This research aimed to describe how implementing the Guided Reading strategy could improve reading comprehension among fourth-grade students at SDN 12 Padang Besi, Padang City. The study used a Classroom Action Research (CAR) design combining qualitative and quantitative approaches, with one teacher and 27 fourth-grade students serving as research subjects. The findings showed improvement across every aspect examined. The Teaching Module assessment rose from an average of 87.50% (Good) in Cycle I to 96.43% (Very Good) in Cycle II. Teacher performance improved from 86.54% (Good) to 94.23% (Very Good), while student activity followed a similar pattern, increasing from 86.54% (Good) to 94.23% (Very Good). Knowledge-based learning outcomes also rose, from 80.10% (Sufficient) in Cycle I to 92.59% (Very Good) in Cycle II. Students' reading comprehension scores improved from 81.41% (Good) in Cycle I to 94.14% (Very Good) in Cycle II. These results indicate that the Guided Reading strategy is effective in enhancing reading comprehension among fourth-grade elementary school students.
Co-Authors Aulia Putri Avsha, Adika Azmi Alwi, Nur Chandra Chandra Nurjannah, Adektikah Putri, Anggie Ananda Reinita Reinita Risda Amini Salmaini Syahrani, Anggun