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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Priviet Social Sciences Journal
Eka Cahya Sari Putra
Lambung Mangkurat University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences

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Beyond the lesson plan: Reflective practice as a catalyst for teacher professional growth Arta Mulya Budi Harsono; Fitri Nur Mahmudah; Eka Cahya Sari Putra; Abdul Rahman; Brezto Asagi Dewantara; M. Ziyan Takhqiqi Arsyad; Fitri Alfarisa
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.698

Abstract

The rapid integration of artificial intelligence (AI) into education has shifted the paradigms of teaching and professional development. AI has been positioned not as a substitute for teachers but as a partner that relieves them from routine tasks, allowing greater focus on higher-order learning and reflective pedagogy. Professional standards and national regulations highlight the centrality of reflection and continuous professional growth as essential elements of teacher professionalism. Nevertheless, reflective practices backed by AI/technology lack empirical evidence, particularly for in-service teachers in primary and secondary education. To this end, this study employed an SLR design to investigate and synthesize how AI serves as a reflective partner in teachers’ PD. The review included 9,083 articles chosen from searches in the SpringerLink database and resulted in the selection of 26 articles using the PRISMA protocol. Thematically, these papers indicate AI’s contribution to enhanced reflective awareness, producing critical analyses of teaching practices, supporting reflection-informed decision making, prompting pedagogical innovation and experimentation, and promoting collaborative and continual professional learning. The results imply that AI supports teachers’ professional development and helps develop teacher noticing, providing data-driven feedback, speeding up personalization, and fostering professional learning communities. Instead of replacing teachers, AI should become a reflective partner to facilitate evidence-based pedagogy in a supportive educational policy system
Developing a Meaningful Learning Module Integrating Wasaka Character to Promote Environmental Awareness Muhsinah Annisa; Fadhlan Muchlas Abrori; Teguh Prasetio; Rusmansyah; Herti Prastitasari; Eka Cahya Sari Putra
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.12858

Abstract

Integrating local wisdom into learning is considered an effective strategy to strengthen character education and support meaningful learning. However, the integration of local cultural values into environmental learning materials for elementary school students remains limited. This study aimed to develop and evaluate a meaningful learning-based module integrating the Wasaka character (Waja Sampai Kaputing) to enhance students’ environmental awareness and environmental care attitudes. This study employed a Design-Based Research (DBR) approach adapted from Reeves’ model, consisting of problem analysis, solution development, iterative implementation, and reflection. The participants were 60 fifth-grade students of SDN Handil Bakti, Barito Kuala Regency, Indonesia. Data were collected through expert validation sheets, environmental awareness questionnaires, environmental care attitude scales, learning outcome tests, and teacher and student response questionnaires. The results showed that the developed module achieved high validity, with material validation of 91.42%, media validation of 88.57%, and language validation of 92%, indicating that the module was feasible for classroom implementation. The implementation results also showed positive learning outcomes and high levels of students’ environmental awareness and environmental care attitudes. These findings indicate that integrating meaningful learning with local cultural values can support environmental character education in elementary schools.
Co-Authors Abdul Rahman Arta Mulya Budi Harsono Brezto Asagi Dewantara Fadhlan Muchlas Abrori Fitri Alfarisa Fitri Nur Mahmudah Herti Prastitasari M. Ziyan Takhqiqi Arsyad Muhsinah Annisa Rusmansyah Teguh Prasetio