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Pendas : Jurnah Ilmiah Pendidikan Dasar
Published by Universitas Pasundan
ISSN : 24772143     EISSN : 25486950     DOI : 10.23969
Core Subject : Education,
Other
Pendas : Jurnah Ilmiah Pendidikan Dasar is a journal published twice a year, namely in June and December that aims to be a forum for scientific publications to pour ideas and studies complemented with the results of research related to primary school education. To achieve this, basic education journals will selectively disseminate ideas and studies complemented by quality research results related to basic education, develop an education center to the elementary-school that can produce innovative, creative and original work and tested in the field of education and learning elementary School to be disseminated and implemented for improving the quality of primary-to-national education at the national, regional and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 4,532 Documents
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HUBUNGAN ANTARA MOTIVASI BELAJAR DAN KONSEP DIRI DENGAN KEMAMPUAN MENULIS NARASI PESERTA DIDIK KELAS V SEKOLAH DASAR NEGERI DI KECAMATAN PULOGADUNG ADMINITRASI JAKARTA TIMUR Yulli Artha M; Iva Sarifah; Siti Aisyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34701

Abstract

Students often experience a decline in motivation and concentration, which hinders the learning process. They also face difficulties in narrative writing, such as organizing texts, understanding stories, and using appropriate language. As a result, their writing often fails to meet the criteria for content and grammar. This study aims to determine whether learning motivation and self-concept influence students' narrative writing ability. The research was conducted at Pulogadung Cluster 1 Public Elementary Schools (binaan 1), with a total population of 466 students. The sample consisted of 215 respondents selected through probability sampling using a multi-stage sampling technique. Data collection was carried out using questionnaires. The independent variables in this study are learning motivation and self-concept, while the dependent variable is narrative writing ability. All variables were measured using a Likert scale. Data were analyzed using linear regression. Based on the standard estimation for the variables of learning motivation (X1), self-concept (X2), and narrative writing ability (Y), the structural equation is: ŷ = 0.070 + 0.513X1 + 0.519X2. The results show that learning motivation has a positive significance value of 0.513, indicating that it affects narrative writing ability; similarly, self-concept has a positive significance value of 0.519, also indicating its effect on narrative writing ability. Learning motivation and self-concept simultaneously contribute 53.1% to narrative writing ability, while the remaining 46.9% is influenced by other variables not examined in this study. Furthermore, self-concept contributes 40.1%, and learning motivation contributes 37.5% to narrative writing ability. These findings suggest that the more positive the self-concept and the higher the students' learning motivation, the better their narrative writing ability.
INTEGRASI LITERASI KECERDASAN BUATAN DALAM PENDIDIKAN EKONOMI: EKSPLORASI KESIAPAN KOGNITIF DAN ADAPTABILITAS PEMBELAJARAN Gayatria Oktalina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34706

Abstract

This study aims to analyze the influence of artificial intelligence (AI) literacy on cognitive readiness and learning adaptability within the context of economic education at Universitas Terbuka (Open University). A quantitative survey design was employed, involving 344 undergraduate students. The research instrument was a five-point Likert-scale questionnaire encompassing three main variables: AI literacy, cognitive readiness, and learning adaptability. Data were analyzed using SmartPLS 4.0, including validity and reliability testing, as well as path analysis to examine direct, indirect, and mediating effects among variables. The results revealed that AI literacy had a significant positive effect on both cognitive readiness (β = 0.614; p < 0.001) and learning adaptability (β = 0.318; p < 0.001). Cognitive readiness also significantly influenced learning adaptability (β = 0.467; p < 0.001). Furthermore, mediation analysis indicated that cognitive readiness partially mediated the relationship between AI literacy and learning adaptability (β = 0.287; p < 0.001). Overall, Universitas Terbuka students demonstrated high levels of AI literacy, cognitive preparedness, and adaptability to digital learning environments. These findings reinforce cognitive readiness theory and broaden the digital economic education literature by highlighting AI literacy as not merely a technical skill but a cognitive foundation for adaptive learning in the age of artificial intelligence. The study recommends integrating AI literacy into economic education curricula, developing AI-based pedagogical training for lecturers, and implementing personalized AI-assisted learning systems within open and distance universities.

Page 454 of 454 | Total Record : 4532

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