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The rapid advancement of Artificial Intelligence (AI) technology has brought about significant changes in education, particularly in elementary school settings. Integrating AI programs has led to substantial modifications, offering valuable support to educators in developing learning media. This study employed qualitative research to investigate elementary school teachers' viewpoints on utilizing AI for developing learning media, its integration into teaching activities, and the specific AI types utilized. The findings emphasized the crucial role of AI in education, highlighting the importance of careful AI deployment aligned with specific instructional needs and educational goals. Educators appreciated the significant assistance provided by AI in accessing a wide range of information and reference materials essential for creating engaging learning content. Additionally, participants noted the customized nature of their AI usage, tailored to their teaching requirements and desired educational outcomes. The research emphasized teachers' reliance on AI for information access and content development and underscored its vital role in creating a safe and enriching educational environment for educators and students.

AbstractImplementing limited face-to-face learning (LF2FL) during the COVID-19 pandemic has impacted students in inclusive classrooms. Some of the adjustments teachers and students faced were obstacles and challenges that took time to make. The teacher must comply online learning experience conducted with all its shortcomings during the implementation of LF2FL and its impacts on students, including students with disability. We conducted a study to explore teachers’ perceptions of the impact of implementing LF2FL on students in inclusive classrooms in elementary schools. This research used a case study to obtain and examine data in a context that the phenomena will accept in depth. We involved 16 elementary school teachers, conducted semi-structured interviews, and analysed the data using thematic analysis. The results showed two main themes, namely learning outcomes and instructional processes, which emerged for students without disabilities and students with disability. For the learning outcomes, teachers highlighted sub-themes of the cognitive and affective aspects most. The instructional process sub-theme of the interaction was one of the essential aspects of minimising learning loss during online learning from home. Our finding detail in more depth the two types of students, both in terms of similarities and differences of LF2FL on students in inclusive classrooms that contributes to the reconfirmation of knowledge for all students, reduces students’ mental stress, and increases student motivation through direct interaction between teachers and students. It is necessary to increase transformational competence in the education system for teachers, especially in the inclusive education system. The government needs to modify the curriculum to be more flexible and adaptive for all students in inclusive elementary schools who can keep up with the changes in education in Indonesia.

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education.

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education.

This research explores lecturers' perceptions of digital libraries as a learning resource for the industrial era 4.0 that can be used anytime and anywhere to solve the low interest in developing lecturers because of the difficulty of accessing references to conventional libraries, which require lecturers to visit the library building. Data was collected through semi-structured interviews with 15 lecturers, and data analysis was performed using thematic analysis. The analysis results found four main themes: benefits, challenges, recommendations, and positive and negative impacts of digital libraries. The research concluded that the existence of a digital library can make it easy for lecturers to browse the references needed quickly, easily, and flexibly just by entering the library's website page. This research contributes to solving the problem of lecturers in Indonesia over the limited learning resources in conventional libraries that are difficult to access online and require particular visiting time because they have to come directly during library operating hours. Therefore, support from the government, university leaders, and the wider community is needed to develop a digital library system to facilitate lecturers in Indonesia having adequate learning resources for the industrial era 4.0.

This research aims to explore elementary school teachers' perceptions of implementing an independent curriculum during the COVID-19 pandemic imposed by the Indonesian government as alternative learning to address the problem of learning loss. Data was collected through semi-structured interviews with 38 teachers in primary schools across 13 different regions in Indonesia. Data analysis using thematic qualitative quasi-analysis. The analysis found four main themes: urgency, challenges, support and teaching strategies in implementing an independent curriculum. The research concludes that the success of the curriculum will be determined mainly by technological readiness, support and collaboration from all stakeholders, both central and local governments, educational quality assurance institutions, universities, schools, teachers, parents and the community. This research contributes to solve the problems faced by the Indonesian government due to the impact of online learning during the COVID-19 pandemic which results in low literacy.

The existence of digital technology is currently seen as a system that helps teachers satisfy the needs of their students. The utilization of technology facilitates teachers' ability to address students' low critical thinking abilities. Therefore, this research studied the utilization of Metaverse technology applications based on Science, Technology, Engineering and Mathematics (Meta-STEM) to improve critical thinking skills. The study used a quantitative research approach and adopted the true experimental design method. A pre- and post-tests control group design was used in this study. The research findings revealed a significant difference between the average outcomes of using Metaverse technology applications in the experimental group compared to the control group. Meta-STEM technology supported by the internet provides a fresh perspective on teaching methods especially in education. The present teaching methods use both virtual learning platforms and conventional face-to-face classrooms. The interaction process is becoming more dynamic and obtaining and searching for information is more accessible without spatial or temporal limitations. The implications of Meta-STEM for supporting learning can increase students' ability to gain information. In addition, there are numerous advantages to using Meta-STEM in the field of education for training and education. Providing impressive learning methods for students and teachers, making it easier for teachers to convey complex material, increasing students' level of understanding of the learning material presented by teachers as well as Meta-STEM can provide knowledge to master technology for students.

This research explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.

The purpose of this research was to explore lecturers' perspectives on the mentoring programs conducted by inclusive elementary schools based on university-school collaborative partnerships (USCP). The government has not fully addressed the problems faced in providing inclusive education in elementary schools in Indonesia. It is necessary to involve all parties, including universities, to help solve these problems. Universities should play an important role in the implementation of inclusive education through practical ventures such as continuous mentoring programs to enable positive outcomes in inclusive elementary school education. Data were collected using in-depth interviews with seven lecturers from universities in Indonesia that have teacher education faculties. The data were analyzed using thematic analysis. The results provided insight into three areas of interest, namely the forms of mentoring activities, collaboration with inclusive elementary schools and the benefits of mentoring. An inclusive elementary school mentoring program based on university-school collaborative partnership is one that should produce mutual benefits for both parties. Universities are seen to be in a position to help inclusive elementary schools solve problems and provide appropriate solutions so that the implementation of inclusive education in elementary schools can follow government regulations. The government as the policy maker can be actively involved in evaluating inclusive education programs so that more flexible regulations can be introduced.

Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration Conclusion Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia

The issues experienced by general teachers (GT) in instruction in an inclusive classroom in primary school are the difficulty of designing effective instructional strategies that can meet all students' needs with various uniqueness. This research investigates GTs' experiences of the brain's natural learning systems-based instructional approach in an inclusive classroom. The research involved ten teachers from ten inclusive primary schools in three cities in Indonesia. Data were gathered through observation in an inclusive classroom and open interviews. Qualitative data analysis is used to analyze data. The result found six major themes: learning motivation, learning experience, psychomotor, social skill, talent and interest, and general teacher competency. This study implied that teachers could develop their competence by designing effective instruction in inclusive classrooms to benefit all students. The instructional approach based on the brain's natural learning system can be used to manage inclusive classrooms to be more productive.

The key problem with implementing inclusive education in inclusive elementary schools in Indonesia is that the role of all stakeholders in creating mentoring programs must be continuous and sustainable. The purpose of this study is to explore the opinions of general teachers (GTs) regarding the role of universities in mentoring programs for inclusive elementary schools. Data was collected using semi-structured interviews with 32 GTs in inclusive elementary schools. Data were analyzed using a thematic analysis of qualitative data. The results show two main themes, namely university involvement, and inclusive education resource centers. The roles of universities in mentoring programs for inclusive elementary schools are the development of effective instruction systems and the provision of human resources who are competent at implementing inclusive education in inclusive elementary schools. This research is expected to be the basis for policymakers, especially in universities, to design appropriate and relevant mentoring programs for the problems faced by inclusive elementary schools.

The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

A preliminary study was conducted to find out the readiness of general elementary schools (GES) to become inclusive elementary schools (IES) based on the criteria for the implementation of the government-specified inclusive schools. Data were collected through face-to-face interviews in 50 general elementary schools involving principals, teachers, parents and school committees. The results show that 60% of principals are ready to implement inclusive education programs because of government appointments, 92% of schools do not have inclusive school supporting facilities, 94% of schools have no special educators, 88% of schools have special needs students, 72% of schools have never received socialization inclusive education, 80% of schools do not yet have cooperation with institutions relevant to inclusive education, 82% of schools are not aware of the inclusive school administration procedures. The conclusion of this research is that GES is not yet ready to become an IES. The government has not maximized the implementation of inclusive schools and needs effective programs, such as, pioneering prospective schools through continuous assistance of inclusive elementary school candidates.

The purpose of this study was to explore teachers' perceptions of the level of readiness and the factors that constrain the state elementary schools to become inclusive elementary schools. This study used a quantitative approach with the type of survey research involving 115 respondent,s public elementary school teachers in the area of Bogor City and Bogor Regency, West Java, Indonesia. Selection of respondents used random multistage cluster technique. Data collection was conducted using an open questionnaire. Data were analyzed using descriptive analysis with percentages. The results of the study found that the level of readiness of public elementary schools to become inclusive elementary schools consisted of three categories: ready (20%), not ready (49.60%), unprepared (30.40%). Factors that become constraints in the formation of public elementary schools to be inclusive elementary school consist of six factors, namely: availability of supporting facilities and infrastructure (24.35%), teacher skills (23.48%), availability of special assistant teachers (20%), parents' mind set and the community (14.78%), availability of funds (9.57%), government involvement (7.82%). The establishment of a public elementary school into an inclusive elementary school is not ready to be carried out because it still encounters obstacles that must continue to be considered by the government, schools and the community.

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .

This study aimed to determine the role of the special assistant teacher (SAT) compared to the general teacher as English teacher (ET) through instructional interactions in helping slow learner students (SLS) in the English lesson. Twenty-three grade 9 students were observed; interviews were also conducted with the two teachers and several students using semi-structured interview guides to determine types of instructional interactions and the role of SAT in helping SLS. Findings from this study indicated that both types of teachers engaged in academic and non-academic interaction with SLS during learning activities. In almost every learning activity, the role of the SAT to the SLS that, the SAT is more dominant than the ET in assisting the SLS. This dominance can lead to both dependence and independence of SLS toward SAT in learning activities.

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials in the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose universities have successfully educated them in order to teach in inclusive elementary schools. Against the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities about inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used is a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve inclusive education in Indonesia, we also recommend that the government make policies on multi-sectoral collaboration in order to support inclusive education .

Learning innovation is very important to develop to support effective implementation. Slow learner students need student media and evaluations that make it easier to understand lecture material. So far, researchers have not found any media that helps slow learner students in inclusive education courses. This research aims to produce and develop MEDIVA products for slow learning PGSD students. This development uses a 4D model (Define, Design, Development and Dissemination). The results of this research are research and development carried out using a 4D model, the initial stage or needs analysis stage is carried out by analyzing the basic problems that exist in the learning process, the design stage is creating an Android-based application. designing learning media using a storyboard framework, the development stage is developing Android-based learning media applications, then validation is carried out by material and media experts. The validation results show that in terms of material it is valid, suitable for use with revisions. In terms of media, it is valid, suitable for use with revision. Next, conducting a limited trial (implementation), at the limited trial stage, 21 students including 2 slow learners gave very good responses and carried out evaluations by revising the product according to expert input. Based on the research results, it can be concluded that MEDIVA based on the Android application is declared valid, feasible, easy to use and interesting to use. [ABSTRACT FROM AUTHOR]

The relevancy of theory and practice implemented in the internship program is an ideal condition that is expected to solve instructional problems in inclusive classrooms in elementary schools. We explored student teachers’ perceptions of the relevancy of theory and practice in instruction in inclusive classrooms that have implemented internship programs in elementary schools. We interviewed fifteen student teachers and conducted a thematic analysis to determine the main themes of external and internal support. The high relevancy of theory and practice in instruction in inclusive classrooms is determined by the increasing number of creative solutions used by student teachers and classroom teachers in solving learning problems in inclusive classrooms. Collaboration between all parties is needed to prepare student-teacher competencies in a pre-internship program so that the internship experience can become the basis for improving the quality of inclusive education at universities and inclusive elementary schools. [ABSTRACT FROM AUTHOR]

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Copyright of Almujtamae: Jurnal Pengabdian Masyarakat is the property of Universitas Djuanda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)