DESAIN INTEGRASI ARTIFICIAL INTELLIGENCE-DRIVEN PERSONALIZED LEARNING BERBASIS MODEL E-IM3 UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA SD

Sutrisno, Agus Hari (2026) DESAIN INTEGRASI ARTIFICIAL INTELLIGENCE-DRIVEN PERSONALIZED LEARNING BERBASIS MODEL E-IM3 UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA SD. S2 thesis, Universitas PGRI Madiun.

	Text Halaman Depan_merged-15-28.pdf Download (3MB)
	Text Abstraks.pdf Download (275kB)
	Text BAB I.pdf Download (1MB)
	Text BAB II.pdf Download (2MB)
	Text BAB III.pdf Restricted to Repository staff only Download (3MB) | Request a copy
	Text BAB IV.pdf Restricted to Repository staff only Download (6MB) | Request a copy
	Text BAB V.pdf Download (1MB)
	Text Daftar Pustaka.pdf Download (958kB)
	Text Lampiran.pdf Restricted to Repository staff only Download (11MB) | Request a copy

Abstract

Agus Hari Sutrisno. 2026. Design of Artificial Intelligence-Driven Personalized Learning Integration Based on E-IM3 Model to Improve Numeracy Skills of Elementary School Students. Madiun: Master of Elementary Education Study Program, Graduate School PGRI University. Supervisor (I). Dr. Wasilatul Murtafiah, M.Pd. (II). Dr. Jeffry Handika, M.Pd. Keywords: Artificial Intelligence, Personalized Learning, AI-DPL, e-IM3 Model, Numeracy, Elementary School. This study aimed to develop an Artificial Intelligence-Driven Personalized Learning (AI-DPL) design integrated with the e-IM3 Model that is valid, practical, and potentially effective in improving elementary school students' numeracy skills. Numeracy is a core competency required for lifelong learning and active participation in the twenty-first century. However, numeracy instruction in elementary schools remains constrained by limited student-centered learning, insufficient personalization, and minimal integration of Artificial Intelligence (AI) with pedagogically grounded instructional models. This study employed a Research and Development (R&D) methodology using the Design-Based Research (DBR) approach, encompassing three phases: preliminary investigation, product development, and product evaluation. The preliminary phase included problem identification, needs analysis, literature review, and product specification. The development phase comprised prototype design, expert validation, and revision, while the evaluation phase involved limited trials, field testing, and final refinement. Data were collected through observations, interviews, questionnaires, and documentation. The findings indicate that the AI-DPL design was successfully developed by integrating constructivist theory, social constructivism, Cognitive Load Theory, Artificial Intelligence in Education (AIED), learner-centered learning, and adaptive learning principles within the e-IM3 instructional framework. Expert evaluations confirmed a very high level of content, instructional design, and media validity, while iterative revisions enhanced product quality. Field implementation demonstrated high practicality, reflected in positive teacher and student responses, ease of use, intuitive navigation, and efficient classroom implementation. The design also showed potential effectiveness in enhancing numeracy through adaptive diagnostic assessment, personalized learning pathways, learning analytics, automated feedback, and an intelligent tutoring system (Smart Tutor). The study contributes a pedagogically grounded AI-based instructional design framework that provides an innovative and scalable approach for improving elementary numeracy learning.

Item Type:	Thesis/Skripsi/Tugas Akhir (S2)
Kata Kunci:	Artificial Intelligence; Personalized Learning; AI-DPL; e-IM3 Model; Numeracy; Elementary School.
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics
Divisions:	Fakultas Pascasarjana > Pascasarjana Pendidikan Dasar
Depositing User:	SUTRISNO HARI AGUS
Date Deposited:	10 Sep 2026 05:18
Last Modified:	10 Sep 2026 05:18
URI:	http://eprint.unipma.ac.id/id/eprint/9381

Actions (login required)

View Item