Suriyati Suriyati, Nuriya Ramadani, Musdalifah

Pemanfaatan Artificial Intelligence sebagai Media Pembelajaran Digital

Introduction

Pemanfaatan artificial intelligence sebagai media pembelajaran digital. Kaji pemanfaatan Artificial Intelligence (AI) sebagai media pembelajaran digital di SD Negeri 111 Lembang Gogoso. Temukan peran Canva, Google Form, & Kahoot dalam meningkatkan pembelajaran IPAS.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan kecerdasan buatan sebagai mediapembelajaran digital pada mata pelajaran IPAS di SD Negeri 111 Lembang Gogoso. Penelitian initermasuk penelitian fenomenologi dengan pendekatan kualitatif. Subjek penelitian yaitu, guru kelas II,IV, V dan 3 peserta didik. Teknik pengumpulan data yang digunakan adalah wawancara, observasidan dokumentasi. Keabsahan data dilakukan dengan cara trianggulasi sumber dan trianggulasi teknik.Adapun teknik analisis data yang digunakan yaitu pengumpulan data, reduksi data, penyajian data danpenarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa Dalam pembelajaran IPAS,SDN 111 Lembang Gogoso memanfaatkan Artificial inteligens berbasis aplikasi canva, google form,dan kahoot sebagai media pembelajaran digital. Canva dinilai sebagai salah satu media yang dapatmendukung proses pembelajaran secara visual dan audio visual. Google form efektif dalammengevaluasi hasil belajar peserta didik. Kahoot dimanfaatkan untuk membuat kuis online gunameningkatkan minat belajar peserta didik.

Review

The submitted paper, "Pemanfaatan Artificial Intelligence sebagai Media Pembelajaran Digital," addresses a highly relevant and timely topic concerning the integration of technology in primary education. The research aims to describe the utilization of artificial intelligence as digital learning media in IPAS subjects at SD Negeri 111 Lembang Gogoso, using a qualitative phenomenological approach. This specific focus on a single school and subject provides a valuable case study, offering practical insights into how digital tools are being adopted in a real-world educational setting. The methodology, encompassing interviews, observation, and documentation with teachers from multiple grades and a small sample of students, is appropriate for exploring the subjective experiences and applications of these technologies. The abstract effectively introduces the research question and the chosen methodological framework. The findings reveal a clear picture of how SDN 111 Lembang Gogoso leverages specific applications – Canva, Google Form, and Kahoot – for various pedagogical purposes. The differentiation of their use (Canva for visual/audiovisual support, Google Form for evaluation, and Kahoot for engagement) is a key strength, providing concrete examples for other educators. However, it is worth noting that while the title broadly mentions "Artificial Intelligence," the applications highlighted (Canva, Google Form, Kahoot) are primarily digital tools, some of which may incorporate AI features, but their utilization as described focuses more on their general functionality rather than the specific impact or mechanism of embedded AI. Furthermore, while the qualitative approach is sound, the phenomenological claim alongside a relatively small sample of only three students across different grade levels (II, IV, V) might warrant clarification regarding the depth of student perspectives captured and the representativeness of those experiences. Despite these minor points for consideration, the study makes a commendable contribution by documenting the practical implementation of digital learning tools in an elementary school context. It offers valuable insights for educators and policymakers on integrating readily available applications to enhance teaching and learning processes, particularly in subjects like IPAS. Future research could build upon these findings by delving deeper into the specific AI components within these tools and their perceived impact, exploring a broader range of student experiences, or conducting comparative studies across different schools to generalize findings. Overall, this paper serves as an encouraging example of digital transformation in education, providing a foundation for further exploration into the effective and nuanced utilization of technology in classrooms.

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