Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal Conference Proceedings International Conference on Education Innovation and Social Science
Iftitah, Khofifa Najma
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Education Social Sciences

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The Urgency and Efforts to Improve Financial Literacy in Early Childhood Education: A Literature Review Permatasari, Anggraeni Dian; Iftitah, Khofifa Najma
Proceedings International Conference on Education Innovation and Social Science 2023: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Financial literacy is a fundamental literacy skill that is very important to have. As with other basic literacy, financial literacy is very important to instil in early childhood. However, the literature review that focuses on financial literacy in early childhood still needs to be improved. This research aims to analyze the urgency of financial literacy and the efforts that can be made to teach financial literacy in Early Childhood Education. The method used in this research is a literature review adapted from Chigbu et al. (2023). Based on the results of the review, it was found that financial literacy is very important to develop in early childhood because it is a critical period in children's brain development and the rapid development of executive functions. Efforts that can be used to foster financial literacy from an early age include providing knowledge about the concept of money, the concept of needs and desires, the concept of saving, and sharing with others. These efforts can be made through picture storybooks, interactive media, role-play using artificial money, and interactive games. Financial literacy learning in early childhood can use Project Based Learning (PjBL) and learning cycle learning methods. The review resulting from this research can be a basis for future researchers to develop research related to understanding financial literacy in early childhood. Apart from that, this article can also provide knowledge for stakeholders to develop financial literacy learning at the PAUD level.
TPACK Research in Scopus and Web of Science: A Bibliometric Analysis from 2018 to 2022 Iftitah, Khofifa Najma; Permatasari, Anggraeni Dian
Proceedings International Conference on Education Innovation and Social Science 2023: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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This study is to determine TPACK research from 2018-2022 with bibliometric analysis using the Scopus and Web of Science databases. The method used is PRISMA and the application used in analyzing is Bibliomterix R. Based on the results of the bibliometric analysis that has been carried out on 1094 publications of articles, proceedings papers, and books. It was found that there was a consistent increase in publications every year from 2019 to 2022. It is also obtained that the authors with the most publications are Chai CS and Zhang H, and the most impactful author is Chai CS. The publications of Shulman and Misrha became the most influential co-citation. Indonesia is the country with the most TPACK publications and the United States is the most cited country. The most relevant journal is Journal of Physics: Conference Series and Education and Information Technologies for Impactful Source. Research that can be further developed on TPACK (research that teaching rarely does) includes technological pedagogical content knowledge, engineering education, people, articles, and teachers. And the last trending topic is people, articles, and learning.
Generative Artificial Intelligence in Teacher-Driven Personalized Learning for K-12 Education: A Systematic Literature Review Iftitah, Khofifa Najma; Chaeruman, Uwes A.; Khaerudin, K
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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This study aims to synthesize recent findings on the use of Generative Artificial Intelligence (GenAI) in teacher-driven personalized learning in K-12 education. This review uses the Systematic Literature Review (SLR) method with the PRISMA 2020 guidelines, searching the Scopus database for the year 2025. The search strategy employs a combination of keywords covering aspects of GenAI, personalized learning, the K-12 context, and the role of teachers. Out of 319 articles identified, 34 met the inclusion criteria and were analyzed thematically to address three research questions: (1) the forms of GenAI utilization for personalized learning in K-12, (2) the role and strategies of teachers in designing, implementing,and (3) the enabling and hindering factors of implementation. The study findings indicate that GenAI is utilized to generate adaptive learning materials, provide interactive virtual tutors, facilitate adaptive assessments, and create contextual learning simulations. Teachers' roles include learning designers, facilitators, evaluators, and developers of students' AI literacy, with strategies such as prompt engineering, LMS integration, and performance-based assessments. Supporting factors include infrastructure availability, teacher training, clear policies, and platform integration; while barriers include low teacher readiness, digital divides, ethical concerns, and limitations in adapting local content. This study highlights the novelty of a teacher-centered perspective and the synthesis of pedagogical strategies with the potential of GenAI technology, recommending practice-based training, ethical policies, infrastructure equity, and the integration of AI literacy into the curriculum.
Co-Authors Chaeruman, Uwes A. Khaerudin, K Permatasari, Anggraeni Dian