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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Atania Rosbina Br Bangun
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PERAN GURU DALAM MENERAPKAN PENDEKATAN ETNOPEDAGOGI DI SEKOLAH DASAR : LITERATUR REVIEW: LITERATUR REVIEW sarbaini, Weni; Atania Rosbina Br Bangun
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34463

Abstract

This study aims to analyze the role of teachers in implementing the ethnopedagogical approach in primary schools, emphasizing the teacher’s functions as a facilitator, cultural transformer, and learning innovator. Using a literature study method, this research systematically reviews scientific sources such as journal articles, books, and conference proceedings published between 2020 and 2025. The results indicate that ethnopedagogy plays a crucial role in enhancing students’ learning motivation, shaping character, and strengthening cultural identity within the primary education context. However, its implementation still faces significant challenges, including teachers’ limited competence in understanding and applying ethnopedagogical principles, the lack of culturally based learning materials, and insufficient institutional and policy support from educational authorities. Therefore, sustainable policy intervention is required through teacher training, the development of contextual learning modules, and collaborative partnerships among schools, communities, and local governments. Ethnopedagogy holds strategic potential as a transformative educational approach that promotes character building, cultural identity, and contextually relevant learning aligned with the demands of the 21st century.
CHATBOT AI SEBAGAI DIGITAL SCAFFOLDING UNTUK MENDUKUNG SELF-REGULATED LEARNING PADA PEMBELAJARAN INKUIRI DI SEKOLAH DASAR Atania Rosbina Br Bangun; Sembiring, Thresia yohana; Nurhayati; Suryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58714

Abstract

The low level of learning independence among elementary school students, as reflected in excessive dependence on teacher instructions, limited initiative in exploration, and weak self-monitoring skills during the inquiry process, has become a fundamental issue that has not been systematically addressed through appropriate educational technology approaches. This study aimed to examine the effect of using an AI chatbot as digital scaffolding on improving the learning independence of fifth-grade elementary school students in the subject of Mathematics through the inquiry learning model. The study employed a quasi-experimental research method with a Nonequivalent Control Group Design, involving 60 fifth-grade students from SDN 060914 Sunggal who were divided into two groups, consisting of 30 students in the experimental class and 30 students in the control class, selected through purposive sampling. The research instruments included a four-point Likert-scale learning independence questionnaire, an inquiry activity observation sheet, and chatbot interaction documentation. The results showed that the average learning independence score in the experimental class increased from 61.23 to 79.87 with an N-gain of 0.52 (moderate category), while the control class only achieved an N-gain of 0.24. The independent samples t-test produced a value of t = 6.14 with p < 0.001, and Cohen’s d effect size of 1.14, which was categorized as large. These findings indicate that AI chatbots positioned as digital scaffolding significantly facilitate the development of elementary students’ learning independence, particularly through adaptive prompting mechanisms, guiding questions, and immediate feedback that support self-regulated learning processes within the*inquiry learning framework.
Co-Authors Nurhayati Sarbaini, Weni Sembiring, Thresia Yohana SURYANI