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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Literasi Nusantara Jurnal Ilmu Sosial, Ekonomi, dan Pendidikan Jurnal Ilmu Sosial, Ekonomi dan Pendidikan
Erika Zakiah Sholiha
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Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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Dampak Negatif Ketergantungan Berlebihan pada Artificial Intelligence (AI) terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah Siswa Sekolah Menengah Husnul Meliyani Zindi Aulia; Erika Zakiah Sholiha; Agung Setyawan
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.40

Abstract

Advances in digital technology have introduced Artificial Intelligence (AI) as a significant innovation in education. Its presence offers numerous benefits, from personalized learning toease of accessing information and completing academic assignments. However, despite this positive potential, concerns arise about the negative impacts of excessive AI use by secondary school students, particularly on critical thinking and problem-solving skills. This study aims to examine the negative impact of excessive reliance on AI on secondary school students' critical thinking and problem-solving skills using a literature review approach. Data was obtained from various national and international scientific journals, academic books, and relevant research  reports published between 2018 and 2024. The study's results indicate that passive and uncontrolled use of AI weakens students' cognitive engagement in the learning process. Students tend to bypass critical thinking processes such as analysis, synthesis, and evaluation, and miss crucial problem-solving stages such as problem identification, alternative exploration, and independent decision-making. Reliance on instant answers from AI also hinders the  development of intuitive thinking and reflective reasoning. Furthermore, a lack of digital  literacy among teachers leads to minimal oversight of students' use of AI, further exacerbating the situation. This research recommends the need for education on the wise use of AI, restrictions on its use in certain tasks, and digital literacy training for teachers. With a balanced approach, AI can be used as a learning partner that supports students' cognitive development, not replaces it. Appropriate use of AI will create a balance between technological advancement  and strengthening students' intellectual character in the digital age
Dampak Negatif Ketergantungan Berlebihan pada Artificial Intelligence (AI) terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah Siswa Sekolah Menengah Husnul Meliyani Zindi Aulia; Erika Zakiah Sholiha; Agung Setyawan
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.40

Abstract

Advances in digital technology have introduced Artificial Intelligence (AI) as a significant innovation in education. Its presence offers numerous benefits, from personalized learning toease of accessing information and completing academic assignments. However, despite this positive potential, concerns arise about the negative impacts of excessive AI use by secondary school students, particularly on critical thinking and problem-solving skills. This study aims to examine the negative impact of excessive reliance on AI on secondary school students' critical thinking and problem-solving skills using a literature review approach. Data was obtained from various national and international scientific journals, academic books, and relevant research  reports published between 2018 and 2024. The study's results indicate that passive and uncontrolled use of AI weakens students' cognitive engagement in the learning process. Students tend to bypass critical thinking processes such as analysis, synthesis, and evaluation, and miss crucial problem-solving stages such as problem identification, alternative exploration, and independent decision-making. Reliance on instant answers from AI also hinders the  development of intuitive thinking and reflective reasoning. Furthermore, a lack of digital  literacy among teachers leads to minimal oversight of students' use of AI, further exacerbating the situation. This research recommends the need for education on the wise use of AI, restrictions on its use in certain tasks, and digital literacy training for teachers. With a balanced approach, AI can be used as a learning partner that supports students' cognitive development, not replaces it. Appropriate use of AI will create a balance between technological advancement  and strengthening students' intellectual character in the digital age
Improving Sixth-Grade Students’ Cognitive Achievement in Mathematics through the Teams Games Tournament (TGT) Cooperative Learning Model at SDN kemayoran 2 Dina Mulyana Firdausiyah; Selvia Dwiyanti; Feni Aprilliyah; Erika Zakiah Sholiha; Nurhidayah Nurhidayah
Literasi Nusantara Vol. 6 No. 3 (2026): October
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/

Abstract

This study was conducted to address the low mathematics learning achievement of sixth-grade students at SDN Kemayoran 2. It aimed to describe the implementation of the Teams Games Tournament (TGT) cooperative learning model and examine its effectiveness in improving students’ cognitive learning achievement. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, involving 29 sixth-grade students in two cycles. Data were collected through observations, interviews, documentation, and achievement tests. The results showed a consistent improvement in learning mastery, increasing from 54.6% in the pre-cycle to 72.4% in Cycle I and 84.3% in Cycle II. These findings indicate that the TGT cooperative learning model effectively improved students’ cognitive mathematics achievement and classroom participation.
ANALISIS FAKTOR-FAKTOR PENGHAMBAT REALISASI KANTIN SEHAT DI SDN KEMAYORAN 2 BANGKALAN Rohmah, Dewi; Erika Zakiah Sholiha; Keisha Najwa Aqilah; Robiatul Adawiyah; Sintia Febriyanti; Ahmad Sudi Pratikno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51304

Abstract

This study aims to identify and examine various barriers to the implementation of the healthy cafeteria program at SDN Kemayoran 2 Bangkalan. Using a descriptive qualitative method, data were collected through in-depth interviews, direct observation, and document analysis. The informants involved included three teachers, twelve upper-grade students (grades 4, 5, and 6), and three canteen vendors. Data analysis was conducted interactively using the Miles and Huberman model. The results revealed four factors hindering the realization of a healthy canteen: (1) students’ strong sensory preference for flavor (MSG), (2) the dilemma of reduced income for canteen vendors if healthy canteen regulations are implemented, (3) vendors shifting their sales strategies toward less healthy snacks because students’ primary food needs are met by the Free Nutritious Meals (FNM) program, and (4) the weakening consistency of the school’s control and supervision system. Consequently, the “Healthy Cafeteria” label risks becoming nothing more than a mere formality without proper planning. This study hopes that schools will not only monitor but also act as facilitators by providing concrete solutions, such as training in developing healthy and cost-effective menus.
Co-Authors Agung Setyawan Ahmad Sudi Pratikno Dina Mulyana Firdausiyah Feni Aprilliyah Husnul Meliyani Zindi Aulia Keisha Najwa Aqilah Nurhidayah Nurhidayah Robiatul Adawiyah Rohmah, Dewi Selvia Dwiyanti Sintia Febriyanti