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INDONESIA
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 29865565     DOI : -
Core Subject : Education,
Education Mathematics Other
Jurnal ini memfokuskan kepada hal-hal yang berkaitan dengan bidang pendidikan dan pendidikan dengan kajian teknologi dalam pembelajaran, baik pendidikan dan pembelajaran secara umum maupun pendidikan Islam.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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DASAR-DASAR ILMU: ONTOLOGI DAN EPISTEMOLOGI Harif Rahman Suyatno; Efendi Efendi; Muhammad Zalnur
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study aims to explain the essence of ontology, its relation to science, and its connection with epistemology. The problem discussed concerns how ontology provides a foundation for understanding reality and how epistemology explains the origin, method, and validity of knowledge. The method used is literature review by examining philosophical perspectives. The results indicate that ontology addresses universal existence as the basis of general metaphysics, science systematically explains reality through research, and epistemology explores how knowledge is obtained and validated. Together, they complement each other as the foundation of the philosophy of science.
PENGARUH METODE DISKUSI TERHADAP HASIL BELAJAR IPA DENGAN TEMA ORGAN GERAK HEWAN DAN MANUSIA DI KELAS V MIS IKHLAASHUL’AMAL SEBAWI TAHUN PELAJARAN 2021/2022 Mega Mega; Purniadi Putra; Rona Rona
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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This research aims to explain: 1) Science learning outcomes before using the Discussion Method with the theme of animal and human movement organs in class V MIS Ikhlaashul'Amal Sebawi. 2) Science learning results after using the Discussion Method with the theme of animal and human movement organs in class V Ikhlaashul'Amal Sebawi. 3) the significant influence of the Discussion Method on science learning outcomes with the theme of animal and human movement organs in class V MIS Ikhlaashul'Amal Sebawi. The type of research used is quantitative. The population in this study were fifth grade students and the sample in this study was 30 people. Data collection tools used the Independent Simple T-test and Nonparametric t-test: Mann Whitney. The results of this research can be concluded as follows: 1) The learning outcomes of Class V MIS Ikhlaashul'Amal Sebawi students before and after using the discussion method in the experimental group were classified as "very good (A)". The increase in the average score in the experimental group was very visible during pre -test with an average score of 53.86% and during the post-test it increased, namely with an average score of 89.93% after using the discussion method. 2) Learning Results of Class V Students of MIS Ikhlaashul'Amal Sebawi Before and After Using the Discussion Method in the Control Group obtained a total score of 788 with an average of 53.53% before being given treatment (pre-test) and 1068 with an average of 71.20 % after being given treatment (post-test). Most students got grades that were classified as needing guidance (D), and there were several students who got grades that were classified as sufficient (C). 3) do not understand the material the teacher conveys. 3) The Influence of Discussion Methods on Science Learning Outcomes with the Theme of Animal and Human Movement Organs for Class V MIS Ikhlaashul'Amal Sebawi. Based on the calculation of pre-test and post-test data for the experimental group and control group as well as using the HP = (O2 – O1) – (O4 – O3) completion paradigm with a result of 17.4% in the positive category.
PENGARUH LITERASI SEJARAH TERHADAP MINAT BELAJAR SISWA PADA MATERI SEJARAH KEBUDAYAAN ISLAM DI SMAN 1 CANDUNG Ahmad Khair Simanjuntak; Yulia Rahman
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

The problems faced in Islamic Religious Education lessons on the material of Islamic cultural history at SMAN 1 Candung are the lack of students' desire to learn during History lessons, the lack of students' reading repetition skills is the background of the research carried out. This study uses a quantitative correlational research type. The aim is to see the relationship between variables. Based on the results of the hypothesis test, it is known that Signy <0.05 (0.000 <0.05) for t count> t table (5.178> 1.677) then it can be concluded that Ha is accepted and Ho is rejected, namely the variable of History literacy has an effect on the variable Y of interest in learning. The magnitude of the influence of History literacy on interest in learning can be seen from the Beta value, which is 0.591 x 100% = 59.1%, so it can be seen that the influence caused by literacy on students' desire to learn History material at SMAN 1 Candung is 59.1%. Historical literacy is an important ability that has a major influence in increasing interest in learning the history of Islamic civilization. Therefore, historical literacy needs to be improved through several steps, including: 1) Getting used to reading books at the beginning of learning. Example: Encouraging students to love reading activities outside of class hours, both reading textbooks and non-textbooks. This is important because students tend to listen to teachers explaining material more often than reading and seeking information about history themselves. 2) Developing Students' Conceptual Understanding This step aims to provide an initial basis for students to connect events, causes, and effects. For example, students can be given the task of finding the causes and effects contained in the story of the Wali Songo in the spread of Islam in Java using reliable references. These efforts are expected to help increase students' interest in learning history.
PSIKOLOGI PENDIDIKAN ISLAM: INTEGRASI TEORI PSIKOLOGIS DAN NILAI SPIRITUAL DALAM PEMBELAJARAN Dipalpa Rego; Afnibar; Ulfatmi
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study explores educational psychology from an Islamic perspective, emphasizing the importance of integrating modern psychological theories with spiritual values. The background of this research is rooted in the transformation of 21st-century education, characterized by globalization, digitalization, and student diversity. The main issues discussed involve understanding the concepts of psychology, education, learning, and instruction, as well as their relevance to Islamic educational principles. The study applies a literature review method by analyzing key theories in educational psychology, particularly cognition, motivation, and development, and then linking them with Islamic perspectives. The findings indicate that educational psychology plays a significant role in designing curricula, instructional strategies, and effective assessment systems. Meanwhile, Islamic education views learning as an act of worship that integrates faith, knowledge, and practice to form the ideal human being (insan kamil). The integration of these two perspectives leads to a learning model that not only emphasizes cognitive intelligence but also strengthens moral character, spirituality, and students’ social contributions. Thus, this synthesis offers a more holistic and meaningful educational framework..
ANALISIS PERSEPSI MAHASISWA PGSD TERHADAP PENGGUNAAN ARTIFICIAL INTELLIGENCE DALAM PROSES PEMBELAJARAN Adhinda Chaerani; Dhiva Meisa Aryenda; Zola Afifah; Jesi Alexander Alim; Mitha Dwi Anggriani
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study aims to analyze the perceptions of Primary School Teacher Education (PGSD) students regarding the use of Artificial Intelligence (AI), particularly ChatGPT, in learning. The research employed a quantitative approach using an online questionnaire distributed to students, followed by descriptive and simple inferential analysis. The findings indicate that the majority of respondents hold positive views toward AI, with 68% agreeing and 32% strongly agreeing that AI can enhance the quality of learning. Students perceived AI as beneficial in improving efficiency, material comprehension, creativity, and task completion. However, concerns were raised about potential negative impacts, such as a decline in critical thinking skills and independence due to overreliance on technology. Most respondents also emphasized the need for regulations and specific training to ensure the responsible and wise use of AI. The implications of this study highlight the crucial role of educational institutions in designing targeted AI integration policies, including training for both lecturers and students, as well as promoting AI as a supportive learning tool that fosters creativity and independence, rather than merely serving as an instant problem-solving instrument. This study recommends a wise and responsible integration of AI in higher education.
PERAN GURU MEMBENTUK KARAKTER RELIGIUS PESERTA DIDIK KELAS IV MADRASAH IBTIDAIYAH Aslina Aslina; Asyruni Multahada; Rona Rona
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study employed a qualitative approach and a descriptive approach. Data collection techniques included interviews, observation, and documentation. Data analysis techniques included data collection, data reduction, data display/presentation, and verification of conclusions. The data validity was verified using triangulation and member checking. The results of this study indicate that: 1) The role of teachers in implementing religious character education for students through religious activities is as follows: a) Teachers as guides, educating students from an early age to develop the habit of respecting others and smiling at each other; b) Teachers as demonstrators, demonstrating the procedures for ablution and prayer. They fully supervise and directly practice during congregational prayer; c) Teachers as educators, playing a crucial role in the Quran memorization program; d) Teachers as evaluators and motivators, evaluating each lesson to determine the success or shortcomings of the learning process; 2) Inhibiting factors that influence student character development include diverse student backgrounds, lack of awareness of school regulations, and the student's social environment. The better students understand themselves, the easier it is for teachers to help guide them in understanding the lesson. Conversely, the better a teacher's understanding of student characteristics, the better their classroom management. Therefore, understanding student character positively impacts both the students themselves and the teacher.
DAMPAK PENGGUNAAN AI CHATGPT DALAM PEMBELAJARAN DI KALANGAN MAHASISWA PGSD UNIVERSITAS RIAU Elfi Anisa; Maria Ulfa; Mitha Dwi Anggriani
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

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This study aims to analyze the impact of the use of Artificial Intelligence (AI) ChatGPT in the learning process among students of the Primary School Teacher Education Study Program (PGSD) at the University of Riau. The research method used is a quantitative method with a survey approach. The research sample consisted of 30 students selected using purposive sampling. The research instrument was a closed-ended questionnaire with a Likert scale to measure students' perceptions of the effectiveness, ease, and relevance of using ChatGPT in supporting learning. The data obtained was analyzed using quantitative descriptive analysis techniques. The results of the study showed that the use of ChatGPT had a positive impact on improving material comprehension, learning motivation, and efficiency in searching for information. Additionally, there is a significant relationship between the intensity of ChatGPT usage and student learning outcomes. The results of this study provide a basis for universities to design policies for the wise use of ChatGPT in learning, so that AI technology can be optimally utilized to improve digital literacy, critical thinking skills, and professionalism among students as future teachers.
THE IMPACT OF AI ON STUDENTS' INDEPENDENCY IN LEARNING: A SYSTEMATIC REVIEW Lola Dwi Yulianti; Muhammad Sahrir Aras
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 4 No. 1 (2026): ENTINAS
Publisher : CV. Adiba Aisha Amira

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This study aims to examine the impact of AI integration on students’ independent learning through a systematic review of relevant scholarly literature. The research synthesizes findings from peer-reviewed journal articles focusing on studies that discuss the use of AI-based applications in educational settings and their influence on students’ self-directed or independent learning. The systematic review process involves identifying, selecting, and analyzing empirical and theoretical studies from reputable academic databases. The results indicate that AI integration contributes positively to students’ independent learning by facilitating personalized instruction, promoting self-regulated learning, increasing learning motivation, and enabling flexible access to learning resources. Furthermore, AI-powered tools such as intelligent tutoring systems, automated feedback systems, and adaptive learning platforms encourage students to take greater responsibility for their own learning processes. However, several challenges are also identified, including overreliance on technology, limited digital literacy, and ethical concerns related to data privacy and academic integrity. Overall, the findings highlight that the effective integration of AI can support the development of students’ independent learning when accompanied by appropriate pedagogical strategies and digital literacy support. This study provides insights for educators, researchers, and policymakers in understanding the role of AI in fostering autonomous learning in modern educational contexts.
PENYELENGGARAAN PENDIDIKAN PERSPEKTIF GENDER M. Jamaluddin; Ubabuddin
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 4 No. 1 (2026): ENTINAS
Publisher : CV. Adiba Aisha Amira

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Abstract

Gender-sensitive education is the process of implementing strategies to internalise gender-sensitive values among learners through an interdisciplinary approach, with the aim of fostering gender awareness and justice. Justice and equality are the fundamental concepts underpinning the primary goals and mission of human civilisation to achieve well-being, foster harmony in community and national life, and build high-quality families. Gender equality refers to the equal conditions for men and women to access opportunities and their rights as human beings, enabling them to play a role and participate in political, legal, economic, socio-cultural, educational, and national defence and security activities. The process of delivering education from a gender perspective involves fostering gender awareness and justice through the concepts and application of equal participation, access, control and benefits for every learner, grounded in the Qur’an and legislation on gender and gender justice, with a focus on preparing a generation that excels and finds happiness in both this world and the hereafter.
PEMBELAJARAN KOLABORATIF BERBASIS TEORI VYGOTSKY SEBAGAI SARANA INTERNALISASI NILAI IMAN DALAM PENDIDIKAN AGAMA KRISTEN Elvianti Febe Makamban; Emarani Fensia; Ati&#039; Taruk Lawa; Selsilia Bellang; Rosiani; Siti Rante
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 4 No. 1 (2026): ENTINAS
Publisher : CV. Adiba Aisha Amira

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Christian Religious Education (CRE) faces a significant challenge, namely how to lead students not merely to understand doctrine, but to genuinely internalize faith values in real life. This study aims to analyze how collaborative learning based on Vygotsky's theory can serve as a means of internalizing faith values in CRE. Using a qualitative approach with a systematic literature review, this research examines various relevant theological, educational-psychological, and pedagogical sources. Findings indicate that Vygotsky's social constructivism theory resonates strongly with the communal principles in Ecclesiastes 4:9-10, where meaningful social interaction not only optimizes cognitive achievement but also creates space for authentic internalization of faith values. Collaborative learning provides the social context needed so that faith values are not merely intellectually understood but lived, felt, and shared within the learning community. This research offers a conceptual contribution that can serve as the foundation for developing more transformative CRE learning practices.

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