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Prima Magistra: Jurnal Ilmiah Kependidikan
Published by Universitas Flores
ISSN : 27218112     EISSN : 27224899     DOI : https://doi.org/10.37478/jpm
Core Subject : Education,
Other
Prima Magistra : Jurnal Ilmiah Kependidikan merupakan jurnal ilmiah yang menerbitkan artikel-artikel hasil penelitian dan kajian dari Dosen, Peneliti, Guru dan Mahasiswa dari seluruh Indonesia. Fokus dan ruang lingkup artikel yang diterbitkan oleh Prima Magistra: Jurnal Ilmiah Kependidikan adalah hasil penelitian dan kajian tentang : Pendidikan Dasar, Pendidikan Menengah, Pendidikan Tinggi (Pendidikan Guru Sekolah Dasar, Pendidikan Dasar (S2 dan S3)), Pendidikan Karakter berbasis Pendidikan Agama dan PPKn, Pendidikan Non formal, Pendidikan Informal, Pendidikan Anak Berkebutuhan Khusus, dan Pendidikan Kewirausahaan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 307 Documents
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IMPLEMENTING INTERCULTURE TO IMPROVE SELF-CONFIDENCE OF CHILDREN WITH SPECIAL NEEDS Nur Mahardika; Sekar Dwi Ardianti; Savitri Wanabuliandari; Mahardika Supratiwi; Priyono Priyono
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7183

Abstract

Observations in several Inclusive Elementary Schools in Kudus Regency show that students with special needs still experience significant challenges in participating in the learning process. The urgency of this research lies in the need to improve the self-confidence of students with special needs. This study aims to assess the effectiveness of the Interactive Educational Game Media Based on Ethnic Culture (INTERCULTURE) in enhancing the self-confidence of students with special needs. The research method employed is quantitative, with a Pre-Experimental One-Group Pretest–Posttest Design. In this design, students are given a pretest to assess their self-confidence, followed by treatment through INTERCULTURE media-based learning activities, and then a posttest to determine whether there is a significant change after the intervention. Data collection was conducted using test instruments to assess students’ self-confidence. Data analysis was conducted using the Paired Sample t-Test and the N-Gain Test. The results of this analysis indicate a significant improvement in the self-confidence of students with special needs after using the INTERCULTURE media.
DEVELOPING AKM NUMERACY QUESTIONS IN OKU TIMUR’S AGRICULTURAL CONTEXT USING QUIZIZZ FOR STUDENTS Nikmah Nurvicalesti; Mewa Zabeta; Dessy Aprima; Amelia Fitriani
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7185

Abstract

This development research was motivated by the low level of students’ numeracy skills and the lack of contextualized AKM-type questions that relate mathematics to students’ real-life experiences, particularly in agricultural settings. Therefore, this study aimed to develop AKM numeracy questions in an agricultural context for elementary school students, covering numbers, geometry and measurement, algebra, and data. The Tessmer development model was applied through the preliminary, self-evaluation, expert review, one-to-one, small-group, and field-test stages. Preliminary findings showed high student interest in interactive, game-based numeracy questions. Draft I (20 items) was validated by four experts, achieving 78.3% (very valid) and revised to enhance content, context, language, and technical aspects. Practicality tests in the one-to-one (3 students) and small-group (9 students) stages reached 94.44% and 91.39%, respectively (very good), indicating ease of use and understanding. Field testing with 15 students resulted in an average score of 71.4 (good), with 13.3% achieving very good results. Interviews revealed that agricultural-context questions promoted critical thinking, though some students faced challenges. Overall, the agricultural context-based AKM numeracy instrument proved valid, practical, and effective, though findings remain indicative due to the pre-experimental design. Further studies using stronger experimental methods are recommended to confirm its effectiveness.
TRANSFORMING SCIENCE EDUCATION: EDU-GAME VIRTUAL REALITY AS A CATALYST FOR CONCEPTUAL UNDERSTANDING Laifa Rahmawati; Asri Widowati; Muhkamad Wakid; Feby Permata Sari
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7191

Abstract

An ideal science education requires access to science laboratories. Science laboratories have several access limitations to experiments and practical activities. Virtual Reality (VR) is an effective solution to overcome these challenges. This research and development aims to assess the effectiveness of Edu-Game Virtual Reality in improving students' understanding of concepts. This study is a Research and Development study using the Define, Define, Develop, and Disseminate procedure. This research was conducted on VII-grade students at SMPIT Salman Al Farisi Jogja. The sampling technique used was simple random sampling, and the product trial design was a pretest-posttest control group. The research instruments consisted of conceptual understanding tests and non-tests, in the form of student-response questionnaires for products. Data analysis was carried out using the SPSS program for empirical data, qualitative descriptive methods for validating the learning device instruments, hypothesis testing with the t-test, and effect size analysis using IBM SPSS 25 to assess the effectiveness of the product and improve concept understanding. Based on the analysis that has been done, 1) the product is declared feasible by the expert with a very feasible category; and 2) the use of the Edu-Game Virtual Laboratory Science is significant.
GAMIFICATION-DRIVEN E-LEARNING MANAGEMENT FOR IMPROVED SELF-REGULATED LEARNING: MEDIATING EFFECTS OF MOTIVATION AND ENGAGEMENT WITH LEARNING ANALYTICS SUPPORT Lia Saniah; Siti Saodah Susanti
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7201

Abstract

Independent learning process management is commonly expected of students in online learning contexts; however, many students struggle to maintain motivation and engagement, which may hinder the development of Self-Regulated Learning (SRL). Students' motivation, engagement, and self-regulation in digital learning contexts need to be supported by instructional approaches, as this condition emphasizes. This study aims to explore the impact of integrating Learning Analytics Support into gamification to enhance student motivation and engagement, thereby strengthening Self-Regulated Learning (SRL) in online learning. This quantitative study uses Structural Equation Modeling (SEM) to analyze data collected from 100 students in senior high schools in Cianjur Regency. The results show that gamification greatly enhances SRL by raising student involvement and motivation. Motivation and engagement act as key mediators in the relationship between gamification and SRL, with gamification enhancing these factors through elements such as points, badges, and leaderboards, which encourage active participation and sustained effort. While Learning Analytics Support (LAS) did not show a significant direct effect on SRL, its role in providing real-time feedback and tracking progress supports the development of self-regulation when combined with gamification. These findings suggest that integrating gamification with learning analytics can create a learning environment that supports students’ motivation, engagement, and self-regulated learning in online education. This study offers insights into the potential of combining these approaches to improve the effectiveness of digital learning strategies and enhance students' ability to manage their own learning processes.
FAMILY ECONOMICS EDUCATION, LIFESTYLE, AND INDIVIDUAL MODERNITY AS PREDICTORS OF ECONOMIC LITERACY IN THE CONTEXT OF ECONOMICS LEARNING IN SENIOR HIGH SCHOOLS Yuni Mariani Manik; Sulasmi Sulasmi; Aan Ikhsananto; Yustirania Septiani
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7278

Abstract

Consumptive behavior among adolescents has become an increasing concern, as purchasing decisions are often driven more by lifestyle and modernity than by actual needs. However, the mechanism through which family economics education, lifestyle, and individual modernity influence consumptive behavior, particularly through economic literacy, remains unclear. This study aims to examine whether economic literacy mediates the effects of family economics education, lifestyle, and individual modernity on consumptive behavior among senior high school students. A quantitative approach was employed using structural equation modeling (SEM), with data collected through questionnaires and economic literacy tests administered to students selected via proportional random sampling. The results indicate that family economics education has a significant negative effect on consumptive behavior, whereas lifestyle and individual modernity do not. Individual modernity positively influences economic literacy, whereas family economics education and lifestyle do not. Furthermore, economic literacy does not significantly affect consumptive behavior and does not mediate the relationships among the variables. These findings suggest that enhancing economic literacy alone is insufficient to reduce consumptive behavior, highlighting the need for experiential learning approaches that foster rational consumption habits.
DETERMINANTS OF INDONESIAN PRIMARY TEACHERS’ ADOPTION OF ARTIFICIAL INTELLIGENCE IN SCIENCE TEACHING Zulherman Zulherman; Abu Bakar Ahmad Mansor
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7581

Abstract

The integration of artificial intelligence (AI) in education has gained increasing attention; however, its adoption in elementary science teaching remains uneven. This study aims to evaluate the factors influencing Indonesian elementary school teachers’ adoption of AI in science teaching by extending the Technology Acceptance Model (TAM). An exploratory quantitative research design was employed involving 322 elementary school science teachers in Indonesia. Data were collected using a structured questionnaire that measured six latent constructs: Perceived Usefulness, Perceived Ease of Use, Attitude Toward Use, Behavioral Intention, Self-Efficacy, and AI Anxiety. The data were analyzed using structural equation modeling. The findings revealed that perceived usefulness was the strongest predictor of teachers’ behavioral intention to adopt AI in science teaching. In addition, self-efficacy and AI anxiety significantly influenced teachers’ perceptions and attitudes toward AI integration. These results indicate that AI adoption in elementary science education is shaped not only by technological perceptions but also by psychological and pedagogical factors, including teachers’ confidence and learning experiences. This study extends the TAM framework by integrating psychological antecedents in a developing country context and provides theoretical and practical insights for developing teacher-centered strategies to support effective AI integration in elementary science teaching.
EXPLORING THE USE OF CHATGPT IN DEVELOPING INSTRUCTIONAL MATERIALS BY SENIOR HIGH SCHOOL INDONESIAN LANGUAGE TEACHERS IN MALUKU: A MIXED-METHODS STUDY Wa Mirna; Nursalam Nursalam; Muhamad Nasir Pariusamahu; Abd. Rahim; Jenri Ambarita
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7593

Abstract

The integration of artificial intelligence (AI), particularly ChatGPT, has become increasingly significant in Indonesian language instruction at the secondary school level. In the context of curriculum transformation and the demands of digital learning, teachers are required to develop adaptive, creative, and contextually relevant instructional materials. This study employed a sequential explanatory mixed-methods design. Quantitative data were collected through questionnaires distributed to senior high school Indonesian language teachers in Maluku, followed by qualitative data collection through in-depth interviews to further explain and elaborate on the quantitative findings. Data were analyzed using quantitative statistical techniques and qualitative thematic analysis to provide a comprehensive understanding of the utilization process and its implications. The findings indicate that ChatGPT has been effectively utilized as a supportive tool in developing instructional materials, including lesson plans, student worksheets, and assessment instruments. Its use contributes to increased variation and creativity in materials, improved linguistic accuracy, stronger alignment with the Merdeka Curriculum, and greater contextual relevance to students’ needs. However, teachers remain actively involved in selection, modification, validation, and contextualization to ensure academic integrity and pedagogical appropriateness. Overall, ChatGPT functions as a tool that strengthens teacher professionalism rather than replacing pedagogical roles. The findings highlight the importance of teachers’ critical and ethical engagement with AI and underscore the need for autonomous, responsible policies to guide the integration of AI into Indonesian language education.

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