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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
khoirawati
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Education Social Sciences Other

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THE INFLUENCE OF PBL MODEL AND CRITICAL THINKING SKILLS ON MATHEMATICS LEARNING OUTCOMES OF GRADE V ELEMENTARY SCHOOL STUDENTS IN KELEKAR DISTRICT, MUARA ENIM REGENCY susilawati, Susilawati; khoirawati; Suroyo
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.6060

Abstract

This study aims to analyze the influence of PBL model and critical thinking skills on mathematics learning outcomes. This research is a quantitative research with a quasi-experimental method. The population in this study is grade V elementary school students in Kelekar district, while the sample was taken using the Cluster random sampling technique, the number of samples taken was 40 consisting of the Experimental class (class V SDN 3 Kelekar) and the Control class (class V SDN 1 Kelekar). Data was obtained using learning outcome instruments and critical thinking skills instruments. The data analysis technique used a separate test of independent sample T and Anova 2 paths. The results of the study with the independent sample T differential test showed that  the significance value (2-tailed) was 0.003 meaning it was smaller than 0.05, and t count was 3.200 greater than the t table which was 2.715 which means that there was a difference in the average learning outcomes of students who studied using the PBL model and students who studied using the conventional model, the results of the two-path anova test showed that significance value = 0.015 < 0.05 means that there is an interaction between the PBL model and critical thinking skills on mathematics learning outcomes together. This study proves that there is an influence of the PBL model and critical thinking skills on the mathematics learning outcomes of grade V elementary school students in Kelekar district.
Educators’ Perceptions of AI and ChatGPT on Ethical Comfort and Teaching Readiness Khoirawati; Zaimuddin; Aidah; Sukainah; Muhammad Fairuz Fakhri; Suriati; Redi Pirmansyah
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study analyzes educators' attitudes and reflections towards the use of AI, particularly ChatGPT, together with interactive visual design in teacher education. The urgency of this research stems from the growing demand for digital transformation in professional teacher development and the need to actualize ASN (BerAKHLAK) values in the era of technological disruption. A mixed-method approach with an explanatory sequential design was employed. Quantitative data were collected from 2,072 respondents, including teachers, principals, and education staff in South Sumatra Province, through an online questionnaire assessing the need and perceived effectiveness of interactive digital learning assets. A limited trial was then conducted with 120 respondents using the GPT prototype “South Sumatra BGTK Learner.” Quantitative data were analyzed through descriptive statistics to identify general patterns, while qualitative data from observations, reflective notes, and documentation were thematically analyzed for deeper interpretation. The findings indicate that most respondents showed positive acceptance of AI-driven innovations, citing benefits in motivation, efficiency, and material relevance. Teachers’ reflections highlighted ChatGPT’s role in designing questions, generating ideas, and providing adaptive feedback, while Canva as an interactive visual tool enhanced engagement and supported microlearning practices. Challenges included unequal digital literacy, unstable internet connectivity, and ethical concerns regarding technology dependence. This study confirms the novelty of integrating AI-based virtual tutors and interactive visual media in Indonesian teacher training and suggests implications for strengthening digital literacy, developing ethical guidelines, and establishing inclusive policies to ensure sustainable adoption of educational technologies.
Co-Authors aidah Muhammad Fairuz Fakhri Redi Pirmansyah Sukainah Suriati Suroyo Susilawati, Susilawati Zaimuddin