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All Journal IQRO: Journal of Islamic Education Edumaspul: Jurnal Pendidikan El Midad: Jurnal Jurusan PGMI
Novi Eka Saputri
Universitas Terbuka
Religion Education Social Sciences Other

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Development of e-modules containing the character of mutual cooperation on the theme of local wisdom in elementary schools Novi Eka Saputri; Saddam Fathurrachman
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8610

Abstract

Pendidikan karakter, terutama dalam konteks Kurikulum Merdeka dan Profil Pelajar Pancasila (P5), merupakan aspek penting dalam membentuk generasi berkompeten dan berkarakter. Salah satu nilai inti yang perlu ditanamkan adalah gotong royong, yang mencerminkan semangat kerja sama dan solidaritas sosial dalam budaya Indonesia. Namun, integrasi nilai gotong royong dalam pembelajaran di sekolah dasar menghadapi tantangan, terutama terkait dengan keterbatasan bahan ajar yang efektif. Penelitian ini bertujuan untuk mengembangkan e-modul berbasis kearifan lokal yang mengintegrasikan nilai gotong royong. Fokus utama penelitian ini adalah untuk menilai validitas atau kelayakan e-modul yang dikembangkan dalam mendukung pembelajaran berbasis proyek yang interaktif dan relevan. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, dan Evaluation). Pengumpulan data dalam penelitian ini menggunakan skala likert. Penelitian ini menghasilkan sebuah e-modul yang mengintegrasikan nilai gotong royong pada tema kearifan lokal di Sekolah Dasar. Berdasarkan evaluasi yang dilakukan, e-modul ini menunjukkan kelayakan yang baik, pada aspek penilaian terhadap modul menunjukkan tingkat kemenarikan sebesar 94% dan kepraktisan sebesar 89%, menegaskan bahwa modul ini relevan, menarik, dan mudah digunakan dalam pembelajaran berbasis karakter
Teacher’s Perceptions and Institutional Preparedness For Implementing AI in Learning Assessment at The Elementary School Level Saddam Fathurrachman; Novi Eka Saputri
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6484

Abstract

The digital transformation in education encourages the integration of Artificial Intelligence as a supportive tool in various instructional processes, including student assessment. This study aims to explore the perceptions of primary school teachers and the readiness of schools in implementing AI for learning assessment. A descriptive qualitative approach was employed, supported by descriptive quantitative data analysis. Data were collected from 15 elementary school teachers at Bogor Regency through questionnaires and semi-structured interviews, focusing on three key aspects: teachers’ knowledge of AI, their attitudes toward its use, and the readiness of school infrastructure. The findings indicate that the majority of teachers (73%) expressed positive attitudes toward AI implementation, with 60% demonstrating basic knowledge of AI concepts. However, only 40% reported that their schools were adequately equipped with the necessary infrastructure to support such technological integration. Further qualitative analysis reveals that while positive attitudes are a promising starting point, they must be supported by intensive training programs and clear policy frameworks to ensure the contextual and sustainable use of AI in assessment practices.  
PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING IMPLEMENTATION IN CIVIC EDUCATION: OPPORTUNITIES AND PEDAGOGICAL CHALLENGES Novi Eka Saputri; Saddam Fathurrachman
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14495

Abstract

This study investigates the relationship between primary school teachers’ perceptions and the implementation of Project-Based Learning (PjBL) in Civic Education (PKn) within the context of Indonesia’s Kurikulum Merdeka. The research was conducted using a quantitative survey approach to analyze how teachers’ attitudes and understanding influence their classroom practices. Data were collected from 50 elementary school teachers in North Lampung Regency, selected through random sampling. A structured Likert-scale questionnaire consisting of ten items was administered, and data were analyzed using SPSS version 25. The instrument demonstrated acceptable validity (r > 0.279) and reliability (Cronbach’s ? = 0.770). The results of simple linear regression indicated a significant positive relationship between teachers’ perceptions and PjBL implementation (? = 0.764; p < 0.05), with a determination coefficient (R²) = 0.370, meaning that teachers’ perceptions can explain 37% of the variance in implementation. These findings confirm that teachers’ cognitive and affective readiness substantially affect the adoption of innovative pedagogies in Civic Education. Theoretically, this study reinforces social cognitive and constructivist learning frameworks, while practically, it highlights the need for systematic professional development and institutional support to enhance teacher capacity. The study contributes novelty by focusing on elementary Civic Education, a rarely explored field in PjBL research, and emphasizes the ethical and digital implications of project-based civic learning in the 21st-century classroom.
Co-Authors Fathurrachman, Saddam