Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
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Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
No full textThis study aims to understand the perception and utilization of artificial intelligence (AI) by Catholic Religious Education teachers in learning, as well as identify factors that influence the effectiveness of using this technology. The role of AI in the era of technology 5.0 is not only as a tool, but also as a breakthrough that helps in designing innovative learning. However, many teachers still lack the ability to utilize AI appropriately. Based on this condition, it is necessary to conduct an in-depth study related to teachers' perceptions and their ability to utilize AI in learning, especially in Catholic religious education. A qualitative research method with a phenomenological approach was used to explore the experiences and views of teachers from various levels of tenure. Data were collected through semi-structured interviews, participatory observation, and documentation, then analyzed using thematic analysis techniques and data triangulation to increase the validity of the findings. The results show that there are variations in perceptions related to AI, where teachers with less than five years of service tend to be more open and actively use AI in learning, while teachers with more than 15 years of service show skepticism and limited use. The main influencing factors were technical skills and anxiety related to changing teacher roles as well as the unsuitability of AI in conveying the spiritual and moral values of Catholicism. Training limitations and lack of in-depth understanding of AI were also significant barriers to its utilization. This study highlights the importance of continuous training that integrates technical aspects and religious values to improve teacher readiness. In addition, there is a need to develop AI content that is in line with Catholic teachings as well as learning approaches that emphasize the role of the teacher as a moral and spiritual guide. This research provides a basis for developing teacher professional development strategies and AI-based learning innovations that are aligned with the values of faith in religious education
Visualizing Fractions: Enhancing Problem-Solving Performance Through Diagrammatic Reasoning in Elementary Mathematics
No full textThis study explores the effectiveness of diagram construction activities, including area proportional and number line representations, in enhancing conceptual understanding and problem-solving performance in fractions among fifth-grade elementary students. Despite the established benefits of visual models, their systematic application in problem-solving contexts remains underexplored. Many elementary students struggle to integrate symbolic and visual representations in fraction problem-solving meaningfully. Using a quasi-experimental design involving 120 students from four public schools in Makassar, the findings reveal that students who participated in diagrammatic reasoning training significantly outperformed those in the control group in both post-test scores and short-term retention. Specifically, the intervention engaged students in constructing area diagrams and number lines to actively visualize fractions. The integration of spatial visualizations through a dual-coding approach proved effective in strengthening symbolic-spatial connections and reducing extraneous cognitive load, with area-proportional strategies emerging as the strongest predictor of accuracy. These results underscore the importance of routinely integrating diagrammatic activities into elementary mathematics curricula and open new avenues for future research using technologies such as eye-tracking and artificial intelligence to support personalized visual learning
Development of the Riverkeeper Game Using Canva Application to Teach Ecosystem Topic to High School Students
No full textEcosystem learning in secondary education often relies on theoretical instruction with minimal contextual engagement, leading to persistent misconceptions and low student understanding. This study aims to address this pedagogical gap by developing the Riverkeeper game, an innovative hybrid learning media that combines digital platforms (Canva, Wordwall, and Google Docs) with field exploration activities to support ecosystem instruction. Using a modified 4D development model (Define, Design, Develop, Disseminate) but only Define, Design and Develop stages were conducted in this paper. Data were collected from five biology teachers and twenty Grade 11 students to identify instructional challenges and needs. The Riverkeeper game was designed based on constructivist and experiential learning principles, integrating digital problem-solving tasks with real-world observation of river ecosystems. The media prototype underwent expert validation involving three evaluators (a biology education lecturer, a media expert, and a senior high school biology teacher) using a structured instrument covering three aspects: game guidance, visual communication and design, and functionality. Validation results showed an overall score of 88% (very valid), with strengths in instructional clarity and visual design, though minor revisions were suggested for navigation and technical integration. A practicality test involving twenty students reported high satisfaction and relevance to learning objectives. As this study focused solely on the development and validation stages, further research is recommended to evaluate the game’s effectiveness in improving student learning outcomes. The Riverkeeper game presents a novel approach to ecosystem education by integrating digital game-based learning with direct environmental exploration
Development of Virtual Reality Games with an Ethnomathematics Approach of Batam Culture for Elementary School Social Arithmetic Materials
No full textThis research develops a virtual reality-based game with an ethnomathematics approach to Batam City culture in the form of Luti Gendang food in learning social arithmetic material in mathematics learning at the elementary school level. This product's development is significant because students are now a digitally native generation and are more interested in learning through technological media than traditional media. Using the ADDIE model as a basis, this research will focus on the development stage, which includes 3 steps, namely (1) initial product design in the form of making storyboards, making learning videos with Adobe Premiere Pro, designing image designs for VR displays, and making learning videos; (2) initial product development focuses on making VR games and conducting validation tests by experts covering the feasibility of material, media, and language to determine the feasibility of the media being developed, and (3) refining the initial product by making revisions and improvements based on the results of the validation test. The development findings demonstrate that: (1) The initial product design incorporates five key menus—VR Simulation, Material, Video, Quiz, and Info; (2) The expert evaluations of the product’s feasibility across media, language, and content aspects yielded average scores of 85.2, 80.8, and 83.1, respectively, classifying the product’s overall feasibility as excellent; and (3) Subsequent refinements were implemented based on expert validation and user testing feedback, specifically targeting interactivity enhancements, improvements to VR visual elements, and adjustments to in-VR narrations and directional cues
Development of a Games Book Media to Improve Early Reading Skills of Second-Grade Elementary School Students
No full textReading ability is fundamental for literacy development, yet many Indonesian students, including those at MIS Al-Hidayah Karangploso, struggle with simple texts due to limited engaging learning media. This study developed and evaluated an interactive Games Book to enhance early reading skills among 32 second-grade students using the ADDIE-based R&D approach. The digital flipbook integrates progressive reading stages (words, sentences, texts) with game-based activities providing immediate feedback and sustained engagement. Expert validation indicated high content validity with I-CVI = 1.00 for media, material, and language. Media was visually appealing and technically reliable; material was relevant, accurate, and engaging; language was appropriate, readable, and clear. Teacher and student responses confirmed strong practicality. Effectiveness testing showed students’ average scores increased from 63.78 to 91.56 (N-Gain = 0.8, high category), with Paired Sample t-test Sig. = 0.000 < 0.05. Furthermore, Cohen’s d = 1.51 and the 95% confidence interval (–34.90 to –20.66) indicate that the improvement was both statistically significant and practically meaningful. The Games Book is therefore highly valid, practical, and effective in improving early reading skills and motivation through structured, interactive digital learning experiences
Artificial Intelligence in Learning Design: Acceptance, Perceived Effectiveness, and Barriers
No full textThis study mapped perceptions of AI in learning design in the Educational Technology Study Program at Universitas Negeri Surabaya (UNESA). A 25-item, 5-point Likert questionnaire (acceptance, perceived effectiveness, limitations; TAM-informed) was completed by 16 lecturers and 130 students selected purposively (users of, or strongly interested in, AI). Content validity met conventional thresholds (all I-CVI ? 0.78; S-CVI > 0.90). Agreement on acceptance (10 items) averaged 82.6% for students (range 80.0–88.5%) and 85.0% for lecturers (range 81.25–87.5%). Agreement on perceived effectiveness (8 items) averaged 85.4% for students (range 80.8–89.2%) and 87.5% for lecturers (range 81.25–93.75%), indicating that respondents believe AI can accelerate material preparation, support adaptive/diagnostic feedback, and enable more personalized learning. Limits were also evident (7 items): difficulty understanding AI (65.4% students; 62.5% lecturers), context relevance of AI outputs (58.5%; 62.5%), curricular alignment (56.9%; 56.3%), feeling safe sharing data (53.9%; 56.3%), and LMS integration (60.8%; 68.8%). Reported training was uneven (61.5% students; 68.8% lecturers), implying roughly 32–38% lacked training. Given the single-site, descriptive design, findings are self-reports—not causal or broadly generalizable. Implications point to pilot-first adoption, targeted capacity building, clearer privacy/ethics governance, and infrastructure alignment before any scale-up
Artificial Intelligence assisted Renewable Energy Case Based Learning Integrated with Science Process Skills and Digital Literacy
No full textThe lack of understanding and interest among students in learning science and the scarcity of energy are very interesting topics to study using case-based learning. The novelty lies in the use of Case Based Learning and Artificial Intelligence related to renewable energy. The objectives of the study are (1) to identify the Hypothetical Learning Trajectory (HLT) of renewable energy based on learning barriers, and (2) to measure scientific process skills and digital literacy. The sample consisted of 120 high school students in Lubuklinggau. The research design was a Lesson Study approach. Implementation occurred over two cycles in collaboration with teachers to design renewable energy learning materials, including lesson plans (RPP), Student Worksheets (LKPD) 1 and 2. AI tools used included Padlet, Kahoot, and Cap Cut. Data collection involved documentation, observation, and interviews. Data analysis was conducted using quantitative descriptive methods. Learning difficulties were identified in students' inability to conduct investigations, analyze data, and communicate graphs effectively. LKPD 1 and 2 were found to be highly valid with a validity test score of 0.92, making them suitable for use. Additionally, there was an increase in students' average science process skills by 0.87, categorized as high, and digital literacy by 0.88, categorized as highly skilled. Its contribution lies in integrating digital LKPD that is easy to access and engaging due to AI integration. Furthermore, the LKDP developed involves students conducting experiments and field observations to measure the efficiency of biomass stoves fueled by rice husks, wood chips, and LPG stoves. Another interesting finding is that students with low abilities experienced a very high increase in digital literacy. The next step is to develop diagnostic test instruments for science literacy, digital literacy, and learning modalities
The Impact of Outdoor Activity-Based Learning on Elementary School Students' Motivation and Social Skills Development
No full textThis study examines the impact of outdoor activity-based learning on student motivation, responsibility, and cooperation in physical education, focusing on two specific activities: Pirates’ Treasure and Team Tail Tag. The increasing recognition of outdoor learning as a tool to enhance both cognitive and social development in elementary education provides the backdrop for this research. The purpose of the study was to investigate how different outdoor activities affect students' learning motivation, particularly in relation to their levels of responsibility and cooperation. A total of 48 students from an elementary school in Ampenan participated, categorized into four treatment groups based on pre-assessed responsibility and cooperation levels. The study employed a 2x2 factorial experimental design, with pretest and posttest assessments to measure changes in motivation. The findings revealed that students with high responsibility and cooperation (A1B1) showed the greatest improvement in motivation when engaging in Pirates’ Treasure, while those with higher cooperation, particularly in Team Tail Tag (A2B2), exhibited the most significant gains. The study also identified a significant interaction between activity type and students’ social traits, suggesting that outdoor activities that promote collaboration are more effective in increasing motivation, particularly for students with initially lower levels of cooperation. However, the research also highlighted several challenges, including limited resources, inadequate teacher training, and resistance to integrating outdoor learning in the curriculum. The study recommends further exploration of the long-term effects of outdoor activities, the effectiveness of various outdoor learning methods, and strategies to overcome implementation barriers, particularly through teacher training and resource allocation
Fabrication and Characterization of Supported Porous Au Nanoparticles
No full textPorous plasmonic nanoparticles offer unique advantages for sensing and catalysis due to their high surface-to-volume ratio and localized electromagnetic field enhancements at nanoscale pores, or “hotspots.” However, current fabrication techniques, which are based on colloidal synthesis, face challenges in achieving precise control over particle size, shape, and porosity. Here, we present a robust nanofabrication method to produce supported arrays of porous Au nanoparticles with excellent dimensional and compositional control. By combining lithographically patterned AuAg alloy nanoparticles and selective dealloying via nitric acid, we achieve particle porosity without compromising particle morphology. Specifically, the method allows fabrication of supported porous nanoparticles with tunable dimension and porosity. Our approach demonstrates precise control of nanoparticle porosity by varying the initial Ag content in the alloy. Optical characterization reveals a blueshift in the extinction peak with increasing porosity, attributed to the reduced effective refractive index from intraparticle voids. Notably, a tunable shift of up to 100 nm in the plasmonic peak is observed, demonstrating the potential for fine-tuning optical properties. This study highlights the versatility of the proposed method in fabricating well-defined porous plasmonic nanoparticles and their ability to modulate optical properties through porosity control. These findings not only expand the toolkit for designing advanced plasmonic materials but also open pathways for applications in plasmon-mediated sensing, catalysis, and photonic devices
Digitalization of Teacher Performance Evaluation through a Web-Based APIPA Model to Realize Impactful Learning in Junior High Schools
No full textThis study aims to examine the effectiveness of the web-based APIPA (Assessment, Planning, Implementation, Product, Appreciation) evaluation model in improving mathematics teachers' performance and exploring its relationship with the effectiveness of impactful learning at the junior high school level. The method used is mixed methods with an explanatory sequential design. Quantitative data were collected through pretest-posttest and analyzed using descriptive statistics, Shapiro-Wilk normality test, paired samples t-test, and N-Gain. Further analysis used Rasch Model and structural equation modeling (SmartPLS 4) to assess the validity of the instruments and the relationship between the model dimensions. Meanwhile, qualitative data were obtained through in-depth interviews and analyzed using NVivo to uncover teachers' instructional reflections on the implementation of the model. The results showed that the web-based APIPA model effectively improved teachers' performance significantly on all indicators (t = -88.7; p < 0.001). The average N-Gain value of 0.3860 indicates moderate and uniform improvement. Rasch analysis shows that the instrument has high structural validity, homogeneous score distribution, and is free from participant bias. Path analysis reveals interactions between model dimensions that reinforce each other in supporting impactful learning. Additionally, differences in instructional reflection between high- and low-scoring teachers suggest that this model also functions as a catalyst for the formation of evaluative awareness. The conclusions of this study affirm that the APIPA model is not merely an evaluation tool but also a reflective-transformational framework capable of driving improvements in the quality of digital, systemic, and sustainable learning