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All Journal Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Reflection Journal
Ardene, Mia Tri
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Transformasi Praktik Pembelajaran Guru SD Dengan Bantuan Coding dan Artificial Intelligence Ardene, Mia Tri; Rahmatika, Noviana; Nurhalizah, Nurhalizah; Lestari, Parni Indah
Reflection Journal Vol. 5 No. 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/hc1pgj25

Abstract

Penelitian ini bertujuan untuk menganalisis transformasi praktik pembelajaran guru sekolah dasar melalui integrasi kegiatan coding dan kecerdasan buatan (AI) di SDN 29 Ampenan, Kota Mataram. Penelitian menggunakan pendekatan kualitatif fenomenologi dengan melibatkan 1 guru pengampu coding dan AI, 10 siswa kelas V sebagai partisipan utama, serta 1 kepala sekolah sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan metode fenomenologi Colaizzi. Hasil penelitian menunjukkan bahwa guru mengombinasikan media tradisional seperti papan tulis dengan media digital berupa laptop, proyektor, serta aplikasi berbasis AI seperti Code.org dan ABC ya. Pemanfaatan AI terbukti mempercepat perencanaan pembelajaran, mempermudah penyusunan bahan ajar, dan mendorong kreativitas guru dalam merancang aktivitas belajar. Selain itu, kegiatan coding efektif meningkatkan kemampuan berpikir logis, komputasional, dan sistematis siswa. Kendala yang muncul berupa keterbatasan perangkat dan jaringan internet, namun diatasi melalui strategi pembelajaran kelompok dan kegiatan unplugged coding. Penelitian ini menyimpulkan bahwa integrasi AI dan coding berkontribusi pada penguatan literasi digital, etika teknologi, dan karakter adaptif siswa sekolah dasar, serta mendorong guru menuju praktik pembelajaran yang lebih inovatif dan responsif terhadap tuntutan era digital. Transforming Elementary School Teachers' Learning Practices with the Help of Coding and Artificial Intelligence (AI) This study aims to analyze the transformation of learning practices of elementary school teachers through the integration of coding and artificial intelligence (AI) activities at SDN 29 Ampenan, Mataram City. The study used a phenomenological qualitative approach involving 1 coding and AI teacher, 10 grade V students as the main participant, and 1 principal as a supporting informant. Data were collected through observation, interviews, and documentation, then analyzed using Colaizzi's phenomenological method. The results of the study showed that teachers combined traditional media such as whiteboards with digital media in the form of laptops, projectors, and AI-based applications such as Code.org and ABC. The use of AI has been proven to speed up learning planning, facilitate the preparation of teaching materials, and encourage teachers' creativity in designing learning activities. In addition, coding activities are effective in improving students' logical, computational, and systematic thinking skills. The obstacles that arise are in the form of limited devices and internet networks, but they are overcome through group learning strategies and unplugged coding activities. This study concludes that the integration of AI and coding contributes to strengthening the digital literacy, technological ethics, and adaptive character of elementary school students, as well as encouraging teachers towards learning practices that are more innovative and responsive to the demands of the digital age.
Pengaruh Model Pembelajaran Talking Stick Berbasis Kearifan Lokal Musik Suku Sasak Terhadap Keterampilan Berbicara Siswa Kelas IVB SDN 7 Ampenan Ardene, Mia Tri; Intiana, Siti Rohana Hariana; Hakim, Mansur
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei (on progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4796

Abstract

Keterampilan berbicara merupakan salah satu keterampilan berbahasa yang penting dikembangkan pada siswa sekolah dasar untuk menunjang kemampuan komunikasi dan kepercayaan diri. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Talking Stick berbasis kearifan lokal musik suku Sasak terhadap keterampilan berbicara siswa kelas IVB SDN 7 Ampenan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental design) dengan desain one group pretest-posttest. Sampel penelitian berjumlah 29 siswa dengan teknik pengumpulan data berupa tes kinerja berbicara dan observasi. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata dari 64,22 pada pretest menjadi 86,63 pada posttest, serta hasil uji Wilcoxon Signed Rank Test menunjukkan nilai signifikansi (p < 0,05). Dengan demikian, dapat disimpulkan bahwa model pembelajaran Talking Stick berbasis kearifan lokal musik suku Sasak berpengaruh signifikan dan efektif dalam meningkatkan keterampilan berbicara siswa.
Evaluasi Pelatihan Program Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka Menggunakan Model Kirkpatrick di SDN 1 Gerung Utara Ardene, Mia Tri; Hunaeda, Pusfita; Istiharah; Hidayatni, Nur Aulia; Candra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1849

Abstract

This study aims to evaluate the effectiveness of differentiated instruction training in the implementation of the Merdeka Curriculum using the Kirkpatrick Model. The study employs a mixed-methods approach with a sequential explanatory design, which integrates quantitative and qualitative data in stages. The research subjects’ teachers in SDN 1 Gerung Utara who participated in differentiated learning training. Data collection was conducted through questionnaires, tests, observations, interviews, and documentation, which were analyzed based on the four Kirkpatrick levels: reaction, learning, behavior, and results. The results of this study indicate that the differentiated learning training was generally deemed effective in enhancing teachers’ competencies and the quality of learning at SDN 1 Gerung Utara. At the reaction level, the training received a very positive response with an average of 86.25%, indicating that the lessons were highly relevant and engaging. This was followed by concrete knowledge gains at the learning level, evidenced by an increase in the average posttest score from 64.22 on the pretest to 82.10, which falls into the moderate N-Gain category. This improvement is not merely theoretical; it also impacts teachers’ teaching practices. This is particularly true for managing heterogeneous classrooms, with an 85% success rate. More broadly, this training has significantly increased student engagement, fostered more varied learning experiences, and improved overall student learning outcomes. Teachers also reported feeling more confident in creating flexible lesson plans aligned with the Merdeka Curriculum. The study concluded that the behavioral changes and outcomes achieved must be sustained through further mentoring and institutional support, even though the results were already quite positive.
Co-Authors Candra Hakim, Mansur Hidayatni, Nur Aulia Hunaeda, Pusfita Istiharah Lestari, Parni Indah Nurhalizah, Nurhalizah Rahmatika, Noviana Siti Rohana Hariana Intiana, Siti Rohana Hariana