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All Journal Al Ishlah Jurnal Pendidikan El Midad: Jurnal Jurusan PGMI
Siswi Yulfani
Universitas Ngudi Waluyo
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integration of Planning, Organizing, Implementation, and Evaluation in Improving the Effectiveness of In-Depth Learning Management in Elementary Schools Lisa Virdinarti Putra; Sisca Septiani; Nur Intan Rochmawati; Wiwik Pudjaningsih; Siswi Yulfani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8606

Abstract

Creative thinking is a key 21st-century skill, yet its development in elementary education remains limited due to traditional, teacher-centered methods. While inquiry-based learning promotes cognitive engagement and gamification fosters motivation, few instructional models combine both to enhance creativity systematically. This study developed and validated the INGAME model (Inquiry Model with Gamification Elements) using the ADDIE instructional design framework. A research and development (RD) approach guided the model’s creation, expert validation, and classroom implementation. Participants included 23 fifth-grade students and one teacher from an Indonesian public elementary school. Data were gathered through expert validation sheets, teacher and student questionnaires, creative thinking rubrics, observations, and interviews, then analyzed using descriptive statistics and thematic analysis. Validation results showed high content and structural validity (mean = 90.16%). Practicality, based on teacher feedback, was rated as high (mean = 82%). Effectiveness was confirmed through both student self-assessments (mean = 79%) and creative thinking rubric scores, which showed improvement across Torrance’s four indicators: fluency, flexibility, originality, and elaboration (average gain = +1.13). Observation data revealed active student engagement throughout the model’s eight gamified inquiry phases, averaging 85.8% participation. The INGAME model successfully integrates cognitive rigor with motivational design, offering a structured, scalable solution for fostering creativity in elementary classrooms. It contributes to educational innovation aligned with SDG 4 and national curriculum reform by operationalizing “motivated constructivism” through inquiry and gamification.
CODING AND ARTIFICIAL INTELLIGENCE IN ELEMENTARY EDUCATION: A SYSTEMATIC REVIEW AND EVIDENCE MAP (2021–2026) Siswi Yulfani; Lisa Virdinarti Putra
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14956

Abstract

Coding and artificial intelligence (AI) are increasingly introduced in primary education, yet evidence remains fragmented across computational thinking, AI literacy, digital literacy, ethics, and classroom implementation. This systematic literature review and evidence mapping synthesises primary-school studies published between 2021 and 18 July 2026. A verified screening log was developed through structured keyword searching, publisher and DOI verification, and backwards–forward citation checking. Eligibility was limited to empirical studies involving primary-school students, teachers, or schools and directly examining coding, AI learning, AI literacy, or classroom implementation relevant to pedagogical deep learning. Twenty-three studies were included. The evidence shows a shift from perception-oriented research toward concrete instructional designs, including block-based machine learning, unplugged–plugged sequences, collaborative inquiry, digital storytelling, AIoT, physical computing, analogy-based pedagogy, and debugging. Computational thinking and AI literacy were the most frequently reported outcomes. Stronger learning experiences shared three features: visible AI mechanisms, authentic problem contexts, and structured reflection. Evidence concerning long-term effects, equity, standardised assessment, and explicit deep-learning frameworks remains limited. The synthesis proposes a mechanism linking teacher readiness and infrastructure with pedagogical processes and student outcomes. These findings imply that primary-school implementation should prioritise teacher readiness, age-appropriate scaffolding, meaningful problem solving, and reflection rather than technology use alone, providing direction for curriculum design, teacher development, and educational policy.
Co-Authors Lisa Virdinarti Putra Rochmawati, Nur Intan Sisca Septiani Wiwik Pudjaningsih