Articles
<![CDATA[Hubungan Nilai Kemampuan Interpersonal dan Komunikasi dengan Nilai Bimbingan dan Konseling Mahasiswa PGSD ]]>
<![CDATA[Hajar Nurul Izzati]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Vol. 1 No. 4 (2025): November : Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/jkaipbaku.v1i4.164
<![CDATA[The Interpersonal and Communication Skills course plays an important role in equipping elementary teacher education (PGSD) students with the ability to build positive relationships, understand others’ feelings, and communicate information effectively. These skills are believed to influence success in the Guidance and Counseling course, which requires students to understand socio-emotional dynamics and analyze problems based on theory. This study aims to determine the relationship between the final grades of the Interpersonal and Communication Skills course and the Guidance and Counseling course among PGSD students. This research employed a quantitative correlational approach. The sample consisted of 28 PGSD students from the University of Riau, class of 2023, group B, who had completed both courses in the fourth semester. Data were obtained from the final grades of both courses and analyzed using the Spearman Rank correlation test. The results showed a correlation coefficient of 0.146 with a Sig. (2-tailed) value of 0.458 (p > 0.05). These findings indicate that there is no significant relationship between the two variables. The results suggest that students’ academic achievement in the Guidance and Counseling course is more strongly influenced by theoretical mastery and analytical skills rather than differences in grades in the Interpersonal and Communication Skills course.]]>
<![CDATA[Analisis Faktor Komitmen, Akademik, dan Kesejahteraan terhadap Sikap Mahasiswa PGSD terhadap Profesi Guru SD ]]>
<![CDATA[Zahara Edlin Putri]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Vol. 1 No. 4 (2025): November : Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/jkaipbaku.v1i4.165
<![CDATA[This study aims to examine how commitment, academic, and well-being factors influence the attitudes of Primary School Teacher Education (PGSD) students toward the teaching profession. The teaching profession plays a significant role in improving the quality of education in Indonesia, yet it is often perceived as less promising due to low welfare and heavy workloads. This research employed a descriptive quantitative method involving 30 PGSD students as respondents. Data were collected through a Likert-scale questionnaire distributed online via Google Form. The results show that most students have a positive attitude toward the teaching profession, with 37% in the moderate category, 33% in the high category, and 27% in the low category. In terms of specific factors, student commitment to the teaching profession mostly falls into the moderate category (53%), academic factors tend to be high (40%), while perceptions of teacher welfare are generally moderate to low (77%). These findings indicate that PGSD students generally have good appreciation and academic readiness for the teaching profession; however, their commitment remains unstable due to low welfare perceptions and limited social recognition. Efforts to improve teacher welfare and strengthen professional values through the curriculum are needed to foster students’ commitment and pride in pursuing a career as teachers.]]>
<![CDATA[HUBUNGAN DURASI MENONTON TIKTOK DENGAN PRODUKTIVITAS TUGAS KULIAH MAHASISWA PGSD UNIVERSITAS RIAU ]]>
<![CDATA[Ninyda Destri Nur Rizkya]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v11i04.8328
<![CDATA[The rapid development of information technology has brought significant changes in the patterns of social interaction, including among students. One of the most popular social media today is TikTok, which not only functions as entertainment but also as a means of communication, information, and learning. However, the high intensity of TikTok use can affect students' academic productivity, especially in terms of time management and completing college assignments. This study aims to determine the relationship between TikTok viewing duration and the productivity of college assignments of students in the Elementary School Teacher Education Study Program (PGSD) FKIP University of Riau. The research method used is quantitative with a correlational approach. Data were collected through a Likert-scale-based questionnaire distributed to 48 PGSD students from the classes of 2023, 2024, and 2025. The results of the descriptive analysis showed that the majority of respondents had a high intensity of TikTok use, with 60% of respondents in the score categories 4 and 5. The results of the Spearman correlation test showed a value of r = 0.523 with a significance of p < 0.001, which means there is a positive and significant relationship between TikTok viewing duration and student college assignment productivity. This study emphasizes the importance of time management and wise use of social media so that TikTok use can support, rather than hinder, students' academic productivity.]]>
<![CDATA[Pengalaman Generasi Z dalam Menggunakan Media Sosial sebagai Sarana Ekspresi Diri ]]>
<![CDATA[Nazwa Nursakinah]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ ARIMA : Jurnal Sosial Dan Humaniora Vol. 3 No. 2 (2025): November ]]>
Publisher : <![CDATA[Publikasi Inspirasi Indonesia ]]>
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DOI: 10.62017/arima.v3i2.5896
<![CDATA[Penelitian ini bertujuan untuk menggambarkan pengalaman Generasi Z dalam menggunakan media sosial sebagai sarana ekspresi diri. Data diperoleh melalui wawancara terhadap 9 responden yang merupakan mahasiswa generasi Z dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa Generasi Z memanfaatkan media sosial tidak hanya untuk mengonsumsi dan membagikan konten, tetapi juga sebagai ruang ekspresi diri dan pembentukan identitas. Media sosial dipahami sebagai wadah hiburan, komunikasi, sekaligus arena yang memungkinkan kontrol atas citra diri. Namun, kebebasan tersebut diiringi hambatan berupa kurang percaya diri dan kecemasan terhadap komentar negatif. Perbedaan ekspresi di media sosial yang lebih terkontrol dibandingkan kehidupan nyata yang lebih spontan menegaskan bahwa pengalaman Generasi Z di media sosial merupakan proses negosiasi identitas yang kompleks.]]>
<![CDATA[Pemanfaatan Artificial Intelligence Dalam Proses Belajar Mahasiswa: Analisis Persepsi, Dampak, dan Harapan ]]>
<![CDATA[Yunda Sekar Wangi]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ ARIMA : Jurnal Sosial Dan Humaniora Vol. 3 No. 2 (2025): November ]]>
Publisher : <![CDATA[Publikasi Inspirasi Indonesia ]]>
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DOI: 10.62017/arima.v3i2.5973
<![CDATA[Penelitian ini bertujuan untuk menggambarkan pengalaman mahasiswa dalam memanfaatkan Artificial Intelligence (AI) sebagai pendukung proses pembelajaran di pendidikan tinggi. Penelitian dilakukan dengan pendekatan kualitatif deskriptif terhadap tujuh responden mahasiswa yang dipilih secara purposif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan tahapan open coding, focused coding, kategorisasi, dan penarikan tema. Hasil penelitian menunjukkan bahwa mahasiswa menggunakan AI secara intensif untuk berbagai aktivitas akademik, seperti mencari referensi, menjawab tugas, menyusun laporan, dan merangkum bacaan. Mahasiswa menilai AI membantu meningkatkan efisiensi dan rasa percaya diri dalam belajar, namun juga memunculkan risiko seperti penurunan motivasi berpikir kritis dan ketergantungan teknologi. Harapan utama mahasiswa adalah pengembangan AI yang lebih edukatif, dengan fitur penjelasan bertahap, referensi valid, serta kemampuan berdialog interaktif sebagai mitra belajar. Penelitian ini menegaskan perlunya kebijakan dan strategi literasi digital di perguruan tinggi yang menyeimbangkan antara kemudahan teknologi dan penguatan kemandirian belajar mahasiswa.]]>
<![CDATA[Analisis Faktor Penyebab Kurangnya Minat Belajar Mahasiswa PGSD di Perguruan Tinggi ]]>
<![CDATA[Fitria wandani]]>;
<![CDATA[Nopitasari Sulispala]]>;
<![CDATA[Jesi Alexander Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ Jurnal Mahasiswa: Jurnal Ilmiah Penalaran dan Penelitian Mahasiswa Vol. 7 No. 3 (2025): Jurnal Mahasiswa September 2025 ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/3pfahg43
<![CDATA[Minat belajar merupakan salah satu aspek fundamental dalam menentukan keberhasilan akademik mahasiswa di perguruan tinggi. Namun, fenomena di lapangan menunjukkan bahwa sebagian mahasiswa masih menghadapi kesulitan dalam menjaga konsistensi minat belajarnya. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor penyebab rendahnya minat belajar mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) di perguruan tinggi. Metode yang digunakan adalah kuantitatifinferensial, dengan instrumen berupa kuesioner skala Likert 1–5. Responden penelitian berjumlah 22 mahasiswa PGSD dari beberapa semester yang dipilih secara purposif. Analisis data meliputi uji validitas dan reliabilitas, analisis faktor eksploratori (EFA), regresi linier berganda, serta analisis deskriptif melalui rata-rata dan persentase indikator. Hasil penelitian menunjukkan bahwa rendahnya minat belajar mahasiswa terutama dipengaruhi oleh faktor akademik, lingkungan sosial, serta sarana dan motivasi. Indikator yang paling dominan ialah beban tugas yang berlebihan, diikuti pengaruh teman sebaya, keterlibatan diskusi, serta keterbatasan fasilitas kampus. Temuan ini menegaskan bahwa perguruan tinggi perlu menata ulang strategi pembelajaran, memperkuat dukungan sosial, dan meningkatkan sarana pembelajaran agar minat belajar mahasiswa dapat berkembang secara optimal. ]]>
<![CDATA[Pelatihan Lindungi Diri untuk Mencegah Kekerasan Seksual pada Siswa Sekolah Dasar ]]>
<![CDATA[Zakiah Ulya]]>;
<![CDATA[Febby Indri Rezkyana]]>;
<![CDATA[Rika Fitri Ramadhani]]>;
<![CDATA[Rahmat Fahmi]]>;
<![CDATA[Cici Oktaviani]]>;
<![CDATA[Raudha Nur Hidayah Al Jannah]]>
<![CDATA[ Jurnal Psikologi dan Konseling West Science Vol 4 No 02 (2026): Jurnal Psikologi dan Konseling West Science ]]>
Publisher : <![CDATA[Westscience Press ]]>
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DOI: 10.58812/jpkws.v4i02.3607
<![CDATA[Kekerasan seksual pada anak merupakan krisis kemanusiaan yang membutuhkan langkah preventif berbasis pendidikan di tingkat dasar. Penelitian ini mengevaluasi efektivitas program "Pelatihan Lindungi Diri" di SDN 030 Pulau Permai, sebuah sekolah dengan kerentanan geografis di wilayah perkebunan. Metode penelitian menggunakan desain kuasi-eksperimen one-group pretest-posttest terhadap 37 siswa. Intervensi dilakukan melalui empat modul pelatihan yang didukung oleh media e-comic "Aku dan Tubuhku". Hasil analisis kuantitatif menggunakan uji Wilcoxon Signed-Rank Test menunjukkan peningkatan pengetahuan yang signifikan secara statistik (Z = -4,828; p < 0,001). Secara kualitatif, hasil diskusi mengungkap adanya peningkatan kesadaran metakognitif siswa dalam mendeteksi upaya manipulasi (grooming) dan keberanian dekonstruksi konsep kepatuhan buta terhadap figur otoritas. Simpulan penelitian ini menegaskan bahwa pelatihan proteksi diri yang kontekstual dan menggunakan media ramah anak efektif dalam memitigasi risiko kekerasan seksual di lingkungan sekolah yang terisolasi.]]>
<![CDATA[Evaluasi Perkembangan Anak Usia Dini: Identifikasi Kesesuaian Tahap Perkembangan Dan Kebutuhan Intervensi ]]>
<![CDATA[Zakiah Ulya]]>;
<![CDATA[Asfi WE]]>;
<![CDATA[Ainun Alkaff]]>;
<![CDATA[Ririn Aryani]]>
<![CDATA[ Jurnal Kajian Anak (J-Sanak) Vol. 7 No. 01 (2025): Jurnal Kajian Anak (J-Sanak) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/j-sanak.v7i01.10899
<![CDATA[This study aims to measure the development of kindergarten (TK) students across four main domains: fine motor skills, gross motor skills, language & speech, and social & independence, to determine whether students have achieved age-appropriate developmental milestones or require further support. The method used is a descriptive quantitative approach, with data collection through observation using the Early Childhood Developmental Detection (DDTK) instrument. The assessments were conducted individually by four observers who aligned their perceptions to ensure consistency in the measurement process. The results show that 5 students (38.5%) have development that aligns with their age milestones, 6 students (46.2%) fall into the questionable category, and 2 students (15.3%) show potential deviations from expected developmental stages. Among the developmental areas, the highest achievement percentages are found in the Social & Communication domain (93%), followed by Speech & Language (88%), Fine Motor Skills (71.5%), and Gross Motor Skills (65.4%). These results emphasize the importance of early detection and additional stimulation in the gross motor and speech & language domains to ensure optimal developmental outcomes for young children.]]>
<![CDATA[Analisis Kebiasaan Konsumsi Junk Food Di Kalangan Mahasiswa PGSD ]]>
<![CDATA[Mufthia Urfa]]>;
<![CDATA[Jesi Alexander Alim]]>;
<![CDATA[Zakiah Ulya]]>
<![CDATA[ Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 3 (2025): Oktober - Desember ]]>
Publisher : <![CDATA[CV. ITTC INDONESIA ]]>
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DOI: 10.47233/jpdsk.v3i3.3474
<![CDATA[This study aims to analyze junk food consumption habits among students in the Elementary School Teacher Education Program (PGSD), focusing on consumption patterns, preferences, triggering situations, and their impacts on health and productivity. Employing a quantitative descriptive approach, data were collected through closed-ended questionnaires from 30 female PGSD students from the 2023 cohort, most of whom live in boarding houses (kosan). Frequency and percentage analysis revealed that 63.3% of respondents consume junk food 1-2 times per week, primarily at night (66.7%), with a main preference for instant processed foods such as instant noodles (63.3%). The dominant motivational factor is convenience (73.3%), while the primary triggering situation is limited time for cooking (76.7%). The impacts are moderate: 53.3% felt moderately affected on health, 46.7% reported minimal influence on study concentration, and 40% experienced no impact on productivity. These findings align with the literature on busy student lifestyles, emphasizing the need for nutritional education interventions to shape healthy role models for future teachers. This study recommends enhancing nutritional awareness through workshops or campaigns in the campus environment to encourage PGSD students to adopt healthy eating patterns and serve as role models for future generations.]]>
<![CDATA[Improving the Reading Ability of Student with Mild Intellectual Disability through Sight Word Intervention: A Single Case ]]>
<![CDATA[Zakiah Ulya]]>;
<![CDATA[Cici Oktaviani]]>;
<![CDATA[Beny Al Fajar]]>;
<![CDATA[Asfi Yanti WE]]>
<![CDATA[ Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/pijies.v8i3.9116
<![CDATA[Reading ability is crucial for academic success, yet students with mild intellectual disabilities often struggle with early reading components. This single-case study aimed to evaluate the effectiveness of a sight word intervention on the reading ability of an 11-year-old female student with Mild Intellectual Disability (MID). Employing a single-case experimental design, the intervention utilized structured direct instruction with a constant time delay technique and high-frequency flashcards for 2- and 3-syllable words across baseline, intervention, and post-intervention phases. Visual analysis of the data revealed significant improvements in the participant's ability to read both 2-syllable and 3-syllable words, characterized by substantial level increases, positive and consistent trends, low variability, and minimal overlap between phases. Notably, reading gains were retained post-intervention. These findings suggest that structured sight word intervention, focusing on repeated practice and word recognition automation, is an effective strategy for enhancing foundational reading skills in students with MID, offering valuable implications for inclusive education.]]>
