Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Olga Nurhayati Mesah
Unknown Affiliation
Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ANALISIS KESIAPAN GURU, TANTANGAN, DAN DAMPAK PELAKSANAAN KURIKULUM MERDEKA DENGAN PENDEKATAN DEEP LEARNING DI UPTD SD INPRES OESAPA kuli, Nadine Nelci Lidya Kuli; Maria Veridiana Wuleng; Olga Nurhayati Mesah; Maria Yunita Monga; Mathilda Efinda Saputri; Gradiana Else Abineno6; Windi Mariani Banoet; Vera Rosalina Bulu; Marfelano Bessie
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40114

Abstract

This study aims to analyze teacher readiness, challenges, and the impact of implementing the Merdeka Curriculum with a Deep Learning approach at UPTD SD Inpres Oesapa. The method used is descriptive quantitative, with data collected through questionnaires and interviews involving 10 teachers and 20 students. The key findings indicate that teacher readiness is in the good category (82%), challenges faced are relatively low (46.2%), and the implementation impact is rated very high (90.2%). Students also experienced positive impacts, with improvements in independence, conceptual understanding, and learning motivation reaching 74.4%. These results indicate that the implementation of the Merdeka Curriculum with a Deep Learning approach is effective, although further mentoring in project-based learning planning and provision of supporting facilities is still needed.
PENGGUNAAN CHATGPT DALAM MEMBANTU PROSES TANYA JAWAB MAHASISWA: STUDI KASUS KELAS IV D PGSD UNIVERSITAS NUSA CENDANA Gaudensius Jati Lamauran Koten; Hiwa Wonda; Marianus Kotus Seran; Maria Rosmita Takoi; Olga Nurhayati Mesah; Sermi Agnes Adu; Sindi Rotlis Magdalena Beba
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57163

Abstract

The rapid advancement of Artificial Intelligence (AI) technology, particularly ChatGPT, has significantly transformed learning practices in higher education. Many university students now utilize ChatGPT to assist various academic activities, including the question-and-answer process during lectures. However, excessive reliance on this technology raises concerns regarding the development of students’ critical thinking and academic independence. This study aims to examine how ChatGPT is used by fourth-semester students of Class IV D, Elementary School Teacher Education (PGSD) at Universitas Nusa Cendana (UNDANA), its perceived benefits, and its impact on the question-and-answer learning process. This study employed a qualitative approach with a case study design. Data were collected through direct observation during lectures and semi-structured interviews with students and the course lecturer. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The findings indicate that students use ChatGPT across multiple learning contexts, including completing assignments, searching for references, preparing for discussions, and seeking rapid answers during question-and-answer sessions. The primary benefits reported include faster information retrieval, simplified explanations of complex material, increased self-confidence in answering lecturers’ questions, and improved academic communication skills. However, concerns were identified regarding potential negative impacts, namely reduced critical thinking ability and the emergence of AI dependency. Students demonstrated awareness of the need to verify ChatGPT’s responses against academic sources. It is concluded that ChatGPT serves as a beneficial supplementary learning tool, provided its use is accompanied by critical thinking, digital literacy, and continued engagement with credible academic references.
Co-Authors Gaudensius Jati Lamauran Koten Gradiana Else Abineno6 Hiwa Wonda kuli, Nadine Nelci Lidya Kuli Marfelano Bessie Maria Rosmita Takoi Maria Veridiana Wuleng Maria Yunita Monga Marianus Kotus Seran Mathilda Efinda Saputri Sermi Agnes Adu Sindi Rotlis Magdalena Beba Vera Rosalina Bulu Windi Mariani Banoet