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All Journal Journal Evaluation in Education (JEE) Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan
Fitri, Yeyen
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Arts Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other

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IMPLEMENTASI ARTIFICIAL INTELLIGENCE DALAM PEMBELAJARAN SEKOLAH DASAR: PELUANG DAN TANTANGAN BAGI GURU SDN MADANG MUSI RAWAS Fitri, Yeyen; Iswatiningsih, Daroe
SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 4 No. 5 (2025)
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/sibatik.v4i5.2716

Abstract

The development of Artificial Intelligence (AI) technology has had a major impact on the world of education, including at the elementary school level. This study aims to analyze the implementation of AI in learning at SDN Madang, Musi Rawas Regency, and to identify the opportunities and challenges faced by teachers in the process of adapting the technology. Using a qualitative approach and case study method, data were collected through in-depth interviews, observations, and documentation studies. The results of the study indicate that the implementation of AI at SDN Madang is still in its early stages, marked by the use of simple algorithm-based applications such as Google Classroom, Quizziz, and Kahoot. AI provides great opportunities to improve learning effectiveness, such as automatic feedback and analysis of student learning data. However, various challenges are still faced, including limited infrastructure, minimal digital literacy of teachers, and the absence of policies that support systemic AI integration. This study emphasizes the importance of strengthening teacher competence, improving technological infrastructure, and supporting inclusive policies to realize sustainable and equitable AI-based learning in elementary schools.
Transforming Teachers’ Roles in Navigating the Challenges of Implementing the Independent Curriculum: Adaptive Strategies and Professional Reflection in Elementary School Fitri, Yeyen; Waluyo, Lud; Aisyah, Iis Siti
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1866

Abstract

Purpose of the study: This research aims to examine the transformation of teachers' roles in facing the challenges of implementing the Independent Curriculum in elementary schools and understand how teachers adapt to these educational changes. Methodology: This study uses a descriptive qualitative approach with exploratory case study design. Data collection methods include direct classroom observation, in-depth interviews, and documentation studies involving teachers actively implementing the Independent Curriculum in elementary schools. Main Findings: Teachers face significant obstacles in understanding learning outcomes, implementing project-based learning, and utilizing learning technology optimally. Despite available training programs, teacher participation remains sporadic with limited impact on practice changes. Teachers respond through self-training strategies, informal collaboration, and pedagogical reflection, though lacking institutional mentoring support. Role transformation occurs contextually and gradually, depending on individual initiative and school environment support. Novelty/Originality of this study: This research contributes by uncovering teacher role dynamics in marginalized schools previously underexplored in Independent Curriculum studies, providing insights for developing contextual, collaborative, and sustainable teacher capacity building policies.
Co-Authors Daroe Iswatiningsih Iis Siti Aisyah Lud Waluyo