Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Gaudensius Jati Lamauran Koten
Unknown Affiliation
Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
PENGGUNAAN CHATGPT DALAM MEMBANTU PROSES TANYA JAWAB MAHASISWA: STUDI KASUS KELAS IV D PGSD UNIVERSITAS NUSA CENDANA Gaudensius Jati Lamauran Koten; Hiwa Wonda; Marianus Kotus Seran; Maria Rosmita Takoi; Olga Nurhayati Mesah; Sermi Agnes Adu; Sindi Rotlis Magdalena Beba
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57163

Abstract

The rapid advancement of Artificial Intelligence (AI) technology, particularly ChatGPT, has significantly transformed learning practices in higher education. Many university students now utilize ChatGPT to assist various academic activities, including the question-and-answer process during lectures. However, excessive reliance on this technology raises concerns regarding the development of students’ critical thinking and academic independence. This study aims to examine how ChatGPT is used by fourth-semester students of Class IV D, Elementary School Teacher Education (PGSD) at Universitas Nusa Cendana (UNDANA), its perceived benefits, and its impact on the question-and-answer learning process. This study employed a qualitative approach with a case study design. Data were collected through direct observation during lectures and semi-structured interviews with students and the course lecturer. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The findings indicate that students use ChatGPT across multiple learning contexts, including completing assignments, searching for references, preparing for discussions, and seeking rapid answers during question-and-answer sessions. The primary benefits reported include faster information retrieval, simplified explanations of complex material, increased self-confidence in answering lecturers’ questions, and improved academic communication skills. However, concerns were identified regarding potential negative impacts, namely reduced critical thinking ability and the emergence of AI dependency. Students demonstrated awareness of the need to verify ChatGPT’s responses against academic sources. It is concluded that ChatGPT serves as a beneficial supplementary learning tool, provided its use is accompanied by critical thinking, digital literacy, and continued engagement with credible academic references.
PENGGUNAAN MEDIA HANDPHONE DALAM PRESENTASI MAHASISWA DAN DAMPAKNYA TERHADAP PROSES PEMBELAJARAN DI KELAS IV D PGSD UNIVERSITAS NUSA CENDANA Langko, Carolina; Mika, Febromergiani; Maria Euprasia Sasi; Merlin Benu; Nana Naysila Chintya Nahak; Gaudensius Jati Lamauran Koten; Hiwa Wonda
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.v11i03.57814

Abstract

This study aims to analyze the use of mobile phones in student presentations and their impact on the learning process among fourth-semester students of the Elementary School Teacher Education Program (PGSD) at Universitas Nusa Cendana. The study employed a quantitative descriptive approach involving 33 students as respondents. Data were collected through classroom observations and questionnaires using a five-point Likert scale. The collected data were analyzed using PSPP software to determine the percentages and tendencies of respondents' answers. The findings indicate that the use of mobile phones in presentations has both positive and negative impacts on the learning process. The positive impact is reflected in the students' ability to access additional information and references quickly during presentations. A total of 90.9% of respondents stated that mobile phones helped them obtain additional information, with a mean score of 4.27, categorized as very high. However, the use of mobile phones also negatively affects student interaction and critical thinking skills. About 66.6% of respondents admitted that mobile phone use reduced interaction with the audience and influenced their critical thinking abilities. Furthermore, 75.7% of the students reported using Artificial Intelligence (AI) to help answer questions during presentations. This study concludes that mobile phones and AI can support the learning process when used wisely and proportionally. Therefore, appropriate regulations and digital literacy are needed to ensure that technology functions as a learning aid rather than replacing students' independent thinking processes.
PENGARUH DOMINASI METODE CERAMAH TERHADAP TINGKAT PEMAHAMAN BELAJAR MAHASISWA PADA MATA KULIAH PEMBELAJARAN TERPADU DI KELAS 4D PGSD UNIVERSITAS NUSA CENDANA KUPANG Novelsi Sanggu, Rinian; Filipus Rasul Rosari Nasir; Ignasius Hary Lassa; Maria Yuliana Picauly; Maria Yunita Monga; Gaudensius Jati Lamauran Koten; Hiwa Wonda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58259

Abstract

This study aimed to determine the effect of the dominance of the lecture method on students’ learning comprehension in the Integrated Learning course among Class 4D students of the Elementary School Teacher Education Program (PGSD) at Nusa Cendana University, Kupang. The study was motivated by the continued dominance of lecture-based instruction in higher education, which may influence students’ understanding of course materials. A quantitative approach with a correlational design was employed. The population consisted of all 33 students enrolled in Class 4D PGSD, and the sampling technique used was total sampling. Data were collected through questionnaires measuring the dominance of the lecture method and students’ learning comprehension. The data were analyzed using descriptive statistics, reliability testing, simple linear regression analysis, coefficient of determination, and t-test with the assistance of SPSS software. The results revealed that the dominance of the lecture method had a positive and significant effect on students’ learning comprehension. The simple linear regression analysis produced the equation Y = 17.660 + 0.399X, indicating that an increase in the dominance of the lecture method was associated with an increase in students’ comprehension levels. The t-test showed a significance value of 0.041, which was lower than 0.05, confirming that the effect was statistically significant. Furthermore, the coefficient of determination (R²) was 0.177, indicating that the dominance of the lecture method contributed 17.7% to students’ learning comprehension, while the remaining 82.3% was influenced by other factors. Therefore, the study concludes that the dominance of the lecture method significantly affects students’ learning comprehension, although its contribution remains relatively low.
Persepsi Mahasiswa Kelas 4-D Prodi PGSD Universitas Nusa Cendana Terhadap Pelaksanaan Perkuliahan Jarak Jauh selama Kebijakan Work From Home Aurelia Adetia Lawi; Hendro Judrian Messah; Preskila Anita Faot; Banoet, Windi; Gaudensius Jati Lamauran Koten; Hiwa Wonda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59422

Abstract

Kebijakan Work From Home (WFH) yang ditetapkan pemerintah Indonesia mulai April 2026 sebagai respons terhadap gejolak ekonomi global mendorong penerapan Pembelajaran Jarak Jauh (PJJ) di lingkungan perguruan tinggi, termasuk di Universitas Nusa Cendana. Penelitian ini bertujuan mendeskripsikan persepsi mahasiswa Kelas 4-D Prodi PGSD terhadap pelaksanaan PJJ, mengidentifikasi   kendala yang dihadapi, dan menganalisis strategi pembelajaran dosen dalam mendorong keaktifan mahasiswa. Penelitian menggunakan pendekatan kualitatif jenis studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur dan dokumentasi terhadap 15 mahasiswa yang dipilih dengan teknik purposive sampling, kemudian dianalisis menggunakan model analisis interaktif Miles dan Huberman (1994) yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa persepsi mahasiswa bersifat beragam: mayoritas (10 dari 15) menilai PJJ kurang efektif, terutama untuk aspek praktik keguruan, meskipun 9 mahasiswa mengakui nilai positif berupa fleksibilitas waktu dan tempat. Kendala paling dominan adalah ketidakstabilan jaringan internet (14 dari 15), diikuti kondisi lingkungan belajar di rumah yang kurang kondusif (9 dari 15), dan berkurangnya kualitas interaksi akademik (5 dari 15). Strategi dosen berupa ceramah daring, presentasi kelompok, dan tanya jawab dinilai belum cukup mendorong keaktifan seluruh mahasiswa secara merata. Seluruh informan menyatakan preferensi terhadap pembelajaran tatap muka dan menyarankan penerapan model blended learning sebagai pendekatan yang lebih optimal.
ANTARA EFISIENSI ANGGARAN DAN KESENJANGAN KEPULAUAN: KETIMPANGAN TPACK DAN DISPARITAS REFLEKSI DIRI DALAM SIMULASI MENGAJAR VIRTUAL MAHASISWA PGSD UNIVERSITAS NUSA CENDANA Chantika Seventin Desemberina Doke; Erna Bire; Firda Ariyani Amir; Maria Adelheid Wara Lay; Nadine Nelci Lidya Kuli; Gaudensius Jati Lamauran Koten; Hiwa Wonda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60573

Abstract

Indonesia’s budget and mobility efficiency policy under Presidential Instruction No. 1 of 2025, coupled with the urgency of fuel consumption reduction amid global energy price volatility, has pushed the full migration of Primary School Teacher Education (PGSD) microteaching simulations from face-to-face to fully virtual delivery. This shift raises the risk of unequal teaching-competence attainment, particularly for students from archipelagic regions with uneven telecommunications infrastructure such as East Nusa Tenggara (NTT). This study aims to identify the technical and pedagogical constraints faced by PGSD students at Universitas Nusa Cendana (Undana) in virtual teaching simulations, and to analyze the depth of their post-simulation self-reflection as a basis for formulating competence-enhancement strategies. Using a qualitative descriptive case study design, the study involved eight purposively selected students and three course lecturers, with data gathered through observation, in-depth interviews, and document study, analyzed using the Miles, Huberman, and Saldaña interactive model. Findings reveal three key patterns: a two-layered technical constraint (structural-geographic versus individually mitigable); a persistent imbalance within the TPACK framework, where technological and content competence—including generative AI fluency—outpaces pedagogical competence; and a marked disparity between the depth of orally elicited reflection and the shallower, more descriptive written reflection documents, indicating that current written reflection instruments underexploit students’ actual reflective capacity. The study recommends systemic, three-tiered intervention: institutional infrastructure reinforcement, curriculum reconstruction centered on the pedagogical domain of TPACK, and restructuring of self-reflection instruments around probing questions.
Co-Authors Aurelia Adetia Lawi Banoet, Windi Chantika Seventin Desemberina Doke Erna Bire Filipus Rasul Rosari Nasir Firda Ariyani Amir Hendro Judrian Messah Hiwa Wonda Ignasius Hary Lassa Langko, Carolina Maria Adelheid Wara Lay Maria Euprasia Sasi Maria Rosmita Takoi Maria Yuliana Picauly Maria Yunita Monga Marianus Kotus Seran Merlin Benu Mika, Febromergiani Nadine Nelci Lidya Kuli Nana Naysila Chintya Nahak Novelsi Sanggu, Rinian Olga Nurhayati Mesah Preskila Anita Faot Sermi Agnes Adu Sindi Rotlis Magdalena Beba