cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Riantina Fitra Aldya
Contact Email
riantinafitraaldya@gmail.com
Phone
+62341-565500
Journal Mail Official
inteligensi.unitri@gmail.com
Editorial Address
Unitri Press Jl. Telaga Warna Tlogomas Malang Jawa Timur Indonesia
Location
Kota malang,
Jawa timur
INDONESIA
Inteligensi : Jurnal Ilmu Pendidikan
Published by Universitas Tribhuwana Tunggadewi
ISSN : 26568675     EISSN : 2656601X     DOI : https://doi.org/10.33366/ilg.v3i1.1572
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Inteligensi: Journal of Education is a scientific publication in the form of educational articles and educational science, published by UNITRI PRESS, as a medium of communication and information in the field of education with scope consists of Science Education, Innovation in Education, and Problems in Education.
Arjuna Subject : Umum - Umum
Articles 180 Documents
 14   15   16   17   18 
A POLICY DEVELOPMENT FOR TRANSFORMING ACCESS TO EDUCATION: DIGITAL INFRASTRUCTURE DEVELOPMENT, ADAPTIVE LEARNING PLATFORMS, AND DIGITAL LITERACY INITIATIVES IN RURAL COMMUNITIES Yundri Akhyar; Eli Sutrawati
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8670

Abstract

Educational inequality between rural and urban areas remains a global challenge, driven by disparities in digital infrastructure, access to technology, and digital literacy. Rural schools often face limited internet connectivity, insufficient technological resources, and low digital competencies among teachers and students, restricting effective digital learning implementation. This study aims to develop a policy framework to improve educational access in rural communities through adaptive learning platforms and digital literacy initiatives. Using a policy-oriented conceptual approach, the study reviews literature and international frameworks on digital education, technology adoption, and the digital divide. Three key policy dimensions are identified: digital infrastructure development, adaptive learning technology integration, and digital literacy enhancement. Findings show that digital infrastructure is the foundation of technology-based education, while adaptive learning platforms create personalized and flexible learning environments that improve engagement and accessibility. Digital literacy initiatives are essential for effective technology use among teachers and students. The study proposes an integrated policy model combining these dimensions to reduce the rural–urban education gap and support inclusive digital learning ecosystems. The framework provides practical guidance for policymakers, educational institutions, and technology stakeholders in implementing sustainable digital education strategies in rural areas.
AI USE AND THE FULFILLMENT OF BASIC PSYCHOLOGICAL NEEDS IN PROJECT-BASED LEARNING: A SELF-DETERMINATION THEORY PERSPECTIVE IN SECONDARY EDUCATION Amalia Rahmah; Dimas Aji Nugroho; Rusmanto Rusmanto
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8942

Abstract

The integration of Artificial Intelligence (AI) into education has grown rapidly, yet its psychological effects on students, particularly in Project-Based Learning (PBL), remain insufficiently understood. Grounded in Self-Determination Theory (SDT), this study examines the relationship between AI use and students’ basic psychological needs, namely autonomy, competence, and relatedness. A quantitative cross-sectional survey was conducted with 96 junior high school students aged 12–15 years at a nature-based PBL school in Depok, Indonesia. Data were analyzed using simple linear regression. The results showed that AI use was positively and significantly associated with autonomy (B = 0.343, ? = 0.352, p .001), but not with competence (p = .500) or relatedness (p = .993). However, the autonomy finding should be considered preliminary because the reliability of the autonomy instrument was below the recommended threshold, indicating the need for replication using a more reliable measure. These findings suggest that AI’s contribution to students’ basic psychological needs is selective rather than uniform, with AI primarily supporting autonomy while showing no significant relationship with competence or relatedness in a nature-based PBL environment.
IMPLEMENTASI KONSEP AL-HAQQ DAN AL-BATHIL DALAM PENDIDIKAN KARAKTER: STUDI KASUS DI PONDOK PESANTREN AL-KIFAYAH RIAU Wirda Ningsih; Yundri Akhyar
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8671

Abstract

The integration of Qur’anic principles concerning Al-Haqq (truth) and Al-Bathil (falsehood) has a significant impact on the formulation of character education for students (santri) implemented in Islamic boarding schools. This study aims to analyze the concepts of Haqq and Bathil in the Qur’an, the principles of Haqq and Bathil in student character education, and their implementation at Al-Kifayah Riau Islamic Boarding School. This research is classified as descriptive qualitative research. The data collection technique used was interviews, while the sampling technique applied was purposive sampling. The findings of this study reveal that student character education based on the concepts of Haqq and Bathil, which refer to absolute truth in spiritual and moral matters, has a strong relationship with the principle of tauhid (Islamic monotheism). In student character education, the concept of Al-Haqq serves as the main foundation. Indicators that can be used to show that students increasingly understand this concept are the track record of improvements in their behavior and actions. The concepts of Haqq and Bathil in character education are expected to become important elements that should be considered in Islamic boarding schools
PROBLEM BASED LEARNING DALAM PEMBELAJARAN IPAS: EVALUASI KOMPREHENSIF AKTIVITAS DAN HASIL BELAJAR SISWA KELAS IV SD Dwi Auliyani; Abidinsyah Abidinsyah
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8938

Abstract

This study aimed to improve students' learning activities and learning outcomes in Science and Social Studies (IPAS) through the implementation of the Problem Based Learning (PBL) model on the topic Me and My Needs in the fourth grade of elementary school. The study employed a Classroom Action Research (CAR) design conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 25 fourth-grade students of SDN 1 Kandangan Kota, comprising 15 female and 10 male students. Data were collected through classroom observation, achievement tests, and questionnaires, and analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the Problem Based Learning model improved both the learning process and learning outcomes. Classical learning mastery increased from 60% in Cycle I to 92% in Cycle II. Teacher performance improved to 97.1% (very good category), while student learning activities increased to 97.5% (very active category). In addition, students' responses toward the learning process reached 92% (very good category). Unlike previous PBL studies that generally focused on only one or two aspects (such as learning outcomes or critical thinking skills), this study demonstrated consistent improvement across four indicators simultaneously — teacher performance, student activity, learning outcomes, and student responses — within a single set of actions. These findings indicate that the Problem Based Learning model is effective in improving elementary students' learning activities and learning outcomes in IPAS learning
EXPLORING EDUCATION STUDENTS' PERCEPTIONS AND CHALLENGES IN UTILIZING ARTIFICIAL INTELLIGENCE FOR ACADEMIC PURPOSES Rio Febrianto Arifendi; Riantina Fitra Aldya
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8745

Abstract

This study aims to determine the student’s perceptions about their learning interest based on learning environment. Data collection using a survey with a population of all 207 students of Biology and Mathematics Education in year of 2022, 2023, 2024 and 2025 using stratified random sampling. This survey is related in two aspect of students perceptions about Artificial Intellligence (AI), which are: 1) students’ perceptions related of the use of AI in the learning processtheir learning interest with 5 indicators such as ease of using AI, benefits of AI in learning, the influence of AI on learning effectiveness, the impact of AI on critical thinking skills, and ethics of using AI in academics; 2) students' perceptions of ai impact for futher learning with 3 indicators such as aspects such as learning effectiveness, motivation and interest in learning, and independence and critical thinking. The results showed that the higher score in first aspect was related to the statement that AI makes task completion easier, with an average score of 4.45, categorized as Strongly Agree, and the lowest score are in second aspect related to increasing learning motivation obtained an average score of 3.08, categorized as Moderately Agree. So,it showed that AI has become an effective learning support tool in higher education, particularly in helping students obtain information efficiently, but it also indicate concerns regarding reduced critical thinking skills and the emergence of dependency on AI in completing academic tasks.
ANALISIS PEMAHAMAN MAHASISWA PADA MATERI LUAS DAERAH BERDASARKAN KERANGKA WIGGINS DAN TIGHE Suryanti Suryanti; Cicik Pramesti; Riki Suliana Ranggawati Sidik; Ayu Silvi Lisvian Sari
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8909

Abstract

This study aims to describe the understanding of prospective teacher students on the material of area based on six aspects of Wiggins and Tighe. This descriptive-qualitative study with a case study type involved three students of the Mathematics Education Study Program as subjects. Data were collected through a test of students' understanding of integral applications consisting of three integral application questions about area and in-depth interviews. Data were analyzed qualitatively with data reduction, data presentation and drawing conclusions on the six aspects of Wiggins and Tighe. The results showed that all subjects met the explanation indicator, while the application aspect developed in two subject. On the other hand, weaknesses in the interpretation aspect impacted students’ low ability to develop alternative solution strategies (perspective) and reflect on their thinking processes (self-knowledge). Although all subjects were able to identify the difficulties experienced (empathy), the ability to reflect still emerged after receiving exploratory questions during the interview. The research findings reveal that the interpretation aspect influences the development of the application, perspective, and self-knowledge aspects, so that students’ inderstanding of area cannot be assessed only based on careful solution procedures, buat also through the relationship between aspects of understanding in the Wiggins and Tighe framework
ANALYSIS OF MATHEMATICS ANXIETY: A CASE STUDY ON STATISTICS COURSES ACROSS DISCIPLINES Nathasa Pramudita Irianti; Kardiana Metha Rozhana; Nila Kartika Sari
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8960

Abstract

This study examines mathematics anxiety among students in the Land Study Program at Politeknik Agraria STPN when taking the Statistics course. Using a qualitative descriptive case study design, data were collected from 40 second-semester students through a questionnaire adapted from the Mathematics Anxiety Rating Scale (MARS) and in-depth interviews with 12 students identified as having high anxiety levels. Results show that 87,5% of students experienced moderate to high mathematics anxiety, driven mainly by a weak mathematical background, limited independent study time, and the added complexity of connecting statistical concepts to land measurement data such as coordinates and spatial interpolation. Anxiety was most frequently triggered by oral questioning from lecturers and evaluative situations such as exams. Students proposed strengthening self-efficacy and adopting contextual, field-based learning as the most promising solutions. These findings confirm that mathematics anxiety among non-mathematics students is shaped not only by general affective and cognitive factors but also by discipline-specific demands. The study recommends that statistics instruction in the Land Study Program be designed around authentic land administration cases to build both competence and confidence, while lecturers adopt evaluation methods that reduce anxiety-provoking pressure during class interactions.
IMPLEMENTASI MODEL PBL BERBANTUAN MEDIA DIORAMA DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KEAKTIFAN SISWA PADA PEMBELAJARAN IPAS Ghanesa Rizal Monacco; Reyta Tri Ayuningtyas; Ani Nur Sholihah; Melik Budiarti
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8943

Abstract

IPAS instruction in elementary schools still faces challenges because it is teacher-centered and does not make sufficient use of contextual media. This research is important even though the Problem-Based Learning (PBL) model has been widely applied in IPAS instruction; the use of environmental dioramas as a tool to support contextual learning in elementary schools has not yet been extensively studied. Therefore, this study is expected to provide evidence regarding the effectiveness of integrating the PBL model with environmental dioramas to improve learning outcomes and student engagement. This study aims to improve IPAS learning outcomes among fourth-grade students at SD Negeri 02 Manisrejo by using the “Problem-Based Learning” (PBL) model as a support. This is the case even though the PBL model has been widely used. This Classroom Action Research (PTK) was conducted in two cycles: planning, implementation, observation, and reflection. There were 15 students who served as research subjects. After data were collected through observation, tests, interviews, and documentation, a qualitative descriptive analysis was performed. The results of the study showed that learning outcomes improved during each cycle. Students’ average scores increased from 59.13, with a 20 percent mastery rate in the pre-cycle, to 66.6, with a 60 percent mastery rate in the first cycle, and to 89.3, with a 100 percent mastery rate in the second cycle. In addition, the use of PBL with the aid of environmental dioramas increased student participation, cooperation, and their confidence in expressing their opinions. Therefore, this model improved IPAS learning outcomes and created a more contextual and relevant learning experience.
INTERNALISASI NILAI KEDISIPLINAN DALAM PEMBENTUKAN KARAKTER SISWA SEKOLAH DASAR Mita Aulia; Abidinsyah Abidinsyah
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8969

Abstract

This study aimed to describe the internalization of discipline values in developing elementary school students' character through intracurricular, co-curricular, extracurricular, and school culture activities, as well as to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative descriptive approach. The participants consisted of the principal, classroom teachers, and students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings revealed that the internalization of discipline values was implemented through an integrated approach across four educational settings. In intracurricular activities, discipline was fostered through classroom routines, teacher role modeling, and adherence to classroom rules. Co-curricular activities strengthened students' responsibility through collaborative learning and the Projek Penguatan Profil Pelajar Pancasila (P5), while extracurricular activities, particularly Scouting, provided authentic experiences in practicing discipline, leadership, and responsibility. School culture reinforced discipline through the implementation of the 5S (Smile, Greet, Salute, Politeness, and Courtesy) program, flag ceremonies, classroom duties, and thematic school programs. The implementation was supported by strong collaboration between teachers and parents, whereas students' diverse characteristics and limited parental supervision remained the major challenges. The study concludes that integrating discipline values across learning activities and school culture provides a comprehensive strategy for strengthening character education in elementary schools.
IMPLEMENTASI MEDIA PEMBELAJARAN INTERAKTIF QUIZIZZ DALAM MEMFASILITASI KETERLIBATAN SISWA KELAS VI SDN MARABAHAN 2 Alifa Dwiyanti; Jumainah Jumainah
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8992

Abstract

This study aimed to describe the implementation of the Quizizz interactive learning media in the learning process and to examine students' engagement during its use in Grade VI at SDN Marabahan 2. This study employed a qualitative approach with a descriptive research design. The participants consisted of a Grade VI teacher and Grade VI students at SDN Marabahan 2. Data were collected through observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Quizizz was conducted through three stages: planning, implementation, and evaluation. Teachers designed learning activities according to instructional objectives, guided students during the learning process, and used quiz results for evaluation and reflection. The use of Quizizz facilitated students' engagement, as reflected in their active participation, enthusiasm, and seriousness in understanding and answering questions. Although several challenges, such as internet connectivity, technical issues, and differences in students' abilities, were encountered, teachers addressed them through guidance, motivation, and reflective learning. Therefore, Quizizz effectively supports student engagement and promotes active, interactive, and student-centered learning.

Page 18 of 18 | Total Record : 180

 14   15   16   17   18 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 1 (2026) Vol 8, No 2 (2025) Vol 8, No 1 (2025) Vol 7, No 1 (2024): DOI: http://doi.org/10.33366/ilg.v7i1 Vol 7, No 2 (2024) Vol 6, No 2 (2023) Vol 6, No 1 (2023) Vol 5, No 2 (2022): Inteligensi Vol.5 No.2 Vol 5, No 1 (2022): Inteligensi Vol.5 No.1 Vol 4, No 2 (2021): Inteligensi Vol.4 No.2 Vol 4, No 1 (2021): Inteligensi Vol.4 No.1 Vol 3, No 2 (2020): Inteligensi Vol.3 No.2 Vol 3, No 1 (2020): Inteligensi Vol. 3 No. 1 Vol 2, No 2 (2019) Vol 1, No 2 (2019) Vol 1, No 1 (2018) More Issue