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Intan Juniarmi
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INDONESIA
Ludi Litterarri
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30479983     DOI : https://doi.org/10.62872/jcc3x181
Core Subject : Education,
Education
The journal publishes original articles on current issues and trends occurring internationally in : Learning models, learning media, teaching materials, school management, teacher management, elementary school curriculum, basic school learning (natural science, social science, mathematics, language, civics, religion, sports and arts).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 34 Documents
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Artificial Intelligence As a Teaching Partner: The Role of Chatbots in Indonesian Language Learning Muh. Safar
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1w171z77

Abstract

This study examines the role of artificial intelligence (AI)-based chatbots as teacher partners in Indonesian language learning at the primary school level. Using a systematic literature review approach, this research synthesizes empirical evidence from reputable academic sources published between 2015 and 2024. The findings demonstrate that chatbots significantly enhance students’ literacy skills, including reading comprehension, sentence construction, vocabulary development, and speaking fluency through adaptive interaction and instant feedback. Moreover, chatbots support teachers by enabling differentiated instruction, efficient task management, and personalized learning pathways. However, successful implementation requires strong digital infrastructure, teacher digital competence, culturally relevant language design aligned with national standards, and ethical oversight. This study contributes novelty by emphasizing human-AI pedagogical collaboration in Indonesian primary classrooms, positioning chatbots as complementary learning partners rather than instructional replacements. The results underscore the necessity of capacity-building programs for teachers, strategic policy development, and collaborative AI development to foster ethical and culturally grounded AI-assisted language learning.
Elementary School Teachers' Perceptions of the Effectiveness of PBL in Merdeka Curriculum Learning Sagaf S. Pettalongi
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/anqq9603

Abstract

The implementation of Problem-Based Learning (PBL) within the Merdeka Curriculum requires elementary school teachers to assume more active, reflective, and facilitative roles. However, the effectiveness of PBL is strongly influenced by teachers’ perceptions of its relevance, practicality, and learning impact. This study analyzes elementary school teachers’ perceptions of PBL effectiveness using a descriptive qualitative method through a systematic narrative review. Literature identification, screening, and eligibility assessment followed a PRISMA-based process, resulting in 26 relevant sources for analysis. The findings reveal that teachers’ perceptions are shaped by conceptual understanding, prior experience, ability to design authentic problems, and the level of support provided by the school environment. Positive perceptions lead to more consistent implementation, whereas negative perceptions are commonly associated with time constraints, limited resources, and insufficient training. The discussion highlights several strategies to strengthen PBL effectiveness, including practice-oriented professional development, collaborative planning, authentic assessment, and supportive school leadership. This study concludes that teachers’ perceptions are a key determinant of successful PBL implementation and must be strengthened through systemic interventions to ensure effective and sustainable learning within the Merdeka Curriculum.
Enhancing Numeracy Literacy of Prospective Primary School Teachers through the Realistic Mathematics Education Approach in Teaching Practice Laila Nursafitri
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/f2nkrw88

Abstract

This study examines how the Realistic Mathematics Education approach enhances numeracy literacy among prospective primary school teachers by synthesizing findings from recent empirical studies. The analysis demonstrates that RME significantly strengthens conceptual understanding, contextual reasoning, and mathematical communication by grounding instruction in meaningful real-life situations. Evidence indicates that RME promotes active engagement, higher-order thinking, and durable numeracy competence, particularly when integrated with ethnomathematics, digital tools, or project-based learning. However, the findings also highlight persistent challenges, including limited teacher readiness, difficulties in designing contextual tasks, and gaps between university instruction and school practices. These challenges underscore the need for structured coaching, curriculum alignment, and supportive institutional environments. The study concludes that enhancing numeracy literacy through RME requires comprehensive reforms across curriculum design, pedagogical strategies, and national policy frameworks. Such systemic integration ensures that future teachers acquire the professional and pedagogical skills necessary for delivering effective numeracy instruction
Developing Microteaching Competence through Project-Based Learning for Primary Teacher Education Students Taufikin Taufikin
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/k2zzfk84

Abstract

Microteaching is a crucial preparatory stage in teacher education designed to strengthen pre-service teachers’ fundamental instructional skills prior to full classroom practice. However, traditional microteaching practices often emphasize temporary performance rather than sustained professional learning. This study examines the effectiveness of Project-Based Learning (PjBL) in improving microteaching competence among Primary Teacher Education students through a systematic review of empirical findings published between 2017 and 2025. The results demonstrate that embedding PjBL transforms microteaching into an authentic instructional design process through cycles of lesson project development, implementation, reflection, and revision. PjBL effectively enhances core teaching competencies including instructional communication, lesson sequencing, media utilization, classroom management, and student engagement. Furthermore, it strengthens professional dispositions such as confidence, reflective thinking, digital literacy, collaboration, and pedagogical creativity—competencies required for the 21st-century teaching profession. Therefore, PjBL not only improves microteaching performance but also fosters long-term classroom readiness through integrated project experiences, peer collaboration, and technology-enhanced pedagogy. These findings highlight PjBL as a transformative pedagogical model for teacher education programs that aspire to develop competent, adaptive, and future-ready primary school teachers

Page 4 of 4 | Total Record : 34

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