Integration of Coding and Artificial Intelligence Based on Tri-N to Enhance Learning Outcomes in Science and Social Studies for Elementary School Students
DOI:
https://doi.org/10.59188/eduvest.v6i2.52512Keywords:
artificial intelligence, coding, learning outcomes, science learning, Tri-NAbstract
Low learning outcomes in the Integrated Science (IPAS) subject at the elementary school level highlight the need for innovative, technology-enhanced learning approaches. This study aims to improve sixth-grade students' IPAS achievement by implementing a learning design that integrates coding and artificial intelligence within the Tri-N approach (niteni, nirokke, nambahi). The novelty of this research lies in the systematic integration of Tri-N—a culturally-rooted pedagogical framework—with modern computational tools (coding and AI), creating a unique bridge between local wisdom and 21st-century digital competencies in elementary education. Conducted at SDN 2 Cikalongwetan, West Bandung Regency, the research involved 40 students and employed Classroom Action Research using Kurt Lewin’s two-cycle model. Each cycle consisted of planning the Tri-N–based coding–AI design, implementing learning activities, observing student engagement, and reflecting on outcomes for improvement. Data were collected through observations, interviews, documentation, and learning achievement tests, and analyzed using descriptive quantitative and qualitative techniques. The study found a steady increase in students’ average scores from 73.6 (pre-action) to 78.9 (Cycle I) and 84.5 (Cycle II), achieving 100% mastery. Qualitative results also showed enhanced learning activeness, computational thinking, and creativity, particularly during the Nambahi stage. The findings demonstrate that integrating coding and AI supports interactive, adaptive, and meaningful learning experiences while strengthening conceptual understanding and participation. This study suggests that the Tri-N–based coding–AI learning design is a strategic alternative for supporting the Merdeka Curriculum and improving technological literacy in elementary schools.
References
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-13, 34(3), 243–257. https://doi.org/10.1080/03004270600898893
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493
Al Sultan, A., Henson, H., & Fadde, P. J. (2018). Pre-service elementary teachers’ scientific literacy and self-efficacy in teaching science. IAFOR Journal of Education, 6(1), 25–42. https://doi.org/10.22492/ije.6.1.02
Amalia, E., & Mukarromah, H. (2025). Enhancing Student Engagement and Understanding in IPAS (Ilmu Pengetahuan Alam dan Sosial) for Grade V at MIN 7 Jembrana: A Classroom Action Research Approach. JURNAL Studi Tindakan Edukatif (JSTE), 1(5), 1914–1920.
Bahri, A., M, W. H., Putra, K. P., Ainun, N. A., & Arifin, N. (2024). The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area. Journal of Technology and Science Education, 14(2), 588. https://doi.org/10.3926/jotse.2513
Bani-Hamad, A. M. H., & Al-Kalbani, M. S. A. (2024). Fermi Problem-Based Learning with Artificial Intelligence: Is It Effective to Develop United Arab Emirates Cycle Three Students’ Twenty-First Century Skills? In Studies in Big Data (Vol. 144, pp. 113–125). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-52280-2_8
Christensen, D., & Lombardi, D. (2020). Understanding Biological Evolution Through Computational Thinking. Science & Education, 29(4), 1035–1077. https://doi.org/10.1007/s11191-020-00141-7
Dindler, C. (2020). Computational empowerment: participatory design in education. CoDesign, 16(1), 66–80. https://doi.org/10.1080/15710882.2020.1722173
Fauzi, R. A., Suherman, A., Saptani, E., Dinangsit, D., & Rahman, A. A. (2023). The Impact of Traditional Games on Fundamental Motor Skills and Participation in Elementary School Students. International Journal of Human Movement and Sports Sciences, 11(6), 1368–1375. https://doi.org/10.13189/saj.2023.110622
Ferro, L. S., Sapio, F., Terracina, A., Temperini, M., & Mecella, M. (2021). Gea2: A Serious Game for Technology-Enhanced Learning in STEM. IEEE Transactions on Learning Technologies, 14(6), 723–739. https://doi.org/10.1109/TLT.2022.3143519
Gold-Veerkamp, C., Kaelberer, N., Kuhn, M., & Abke, J. (2016). A validated educational format in software engineering targeting students’ collaboration skills. In G. Meiselwitz (Ed.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9742, pp. 335–346). Springer Verlag. https://doi.org/10.1007/978-3-319-39910-2_31
Gursky, S., & Grow, N. (2024). The effect of artificial light at night on a nocturnal primate. Folia Primatologica, 49. https://doi.org/10.1163/14219980-bja10018
Hardianto, H., Mahanal, S., & Zubaidah, S. (2023). The RICOSRE-FC potential in improving high school students’ critical thinking skills. JPBIO (Jurnal Pendidikan Biologi), 8(1), 1–11. https://doi.org/10.31932/jpbio.v8i1.2004
Hardianto, H., Mahanal, S., Zubaidah, S., & Setiawan, D. (2024). The effectiveness of RICOSRE-flipped classroom in improving students’ digital literacy. 070025. https://doi.org/10.1063/5.0214923
Hayati, N., Widowati, A., Wakid, M., & Zain, A. (2024). The Effectiveness of Niteni, Niroake, Nambahi (3N) Learning Innovation to Promote Early Childhood’s Characters. Proceedings of The 8th International Conference on Education Innovation, 1135–1155. https://doi.org/10.2991/978-2-38476-360-3_98
Hidayati, N. A., Waluyo, H. J., & Winarni, R. (2020). Exploring the implementation of local wisdom-based character education among indonesian higher education students. International Journal of Instruction, 13(2), 179–198. https://doi.org/10.29333/iji.2020.13213a
Hingve, H., Tembhare, A., Gawande, K., Mandal, A., & Pawar, R. D. (2024). A Collaborative Coding Platform for Both College Students and Teachers. In T. Senjyu, C. So–In, & A. Joshi (Eds.), Lecture Notes in Networks and Systems: Vol. 948 LNNS (pp. 353–363). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-97-1329-5_28
Holovatenko, T. (2023). Developing digital collaboration skills of elementary school pre-service teachers of english using bloom’s taxonomy. In Innovations in Digital Instruction Through Virtual Environments (pp. 60–83). IGI Global. https://doi.org/10.4018/978-1-6684-7015-2.ch004
Hsieh, I.-C., Liu, C.-C., Tsai, M.-J., Wen, C. T., Chang, M. H., Fan Chiang, S.-H., & Chang, C. J. (2019). The analysis of collaborative science learning with simulations through dual eye-tracking techniques. In H. Nakanishi, H. Egi, I. Chounta, H. Takada, S. Ichimura, & U. Hoppe (Eds.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Vol. 11677 LNCS (pp. 36–44). Springer Verlag. https://doi.org/10.1007/978-3-030-28011-6_3
Huang, S.-Y., Tarng, W., & Ou, K.-L. (2023). Effectiveness of AR Board Game on Computational Thinking and Programming Skills for Elementary School Students. Systems, 11(1). https://doi.org/10.3390/systems11010025
Kabashkin, I., Misnevs, B., & Zervina, O. (2023). Artificial Intelligence in Aviation: New Professionals for New Technologies. Applied Sciences (Switzerland), 13(21). https://doi.org/10.3390/app132111660
Karlin, M., Stephany, C., Minaiy, M., Mehta, S., Reed, M., Acosta, D., Garcia-Valles, C., Kim, C., Gonzalez, A., & Wong, S. (2024). Co-Designing and Implementing a 4th Grade Robotics and Coding Event: Preservice and Inservice Teacher Perspectives. Journal of Technology Education, 36(1), 6–37. https://doi.org/10.21061/jte.v36i1.a.2
Leedy, P. D., & Ormrod, J. E. (2015). Practical Research: Planning and Design Eleventh Edition. Pearson Education.
Liao, J., Yang, J., & Zhang, W. (2021). The Student-Centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car. International Journal of Emerging Technologies in Learning, 16(21), 100–120. https://doi.org/10.3991/IJET.V16I21.25001
Lindsay, L., & Ciresi, C. (2004). Cognitive Learning Theory. In Dictionary of Marketing Communications. SAGE Publications, Inc. https://doi.org/10.4135/9781452229669.n661
Nur, A. S., Kartono, K., Zaenuri, Z., & Rochmad, R. (2022). The learning trajectory construction of elementary school students in solving integer word problems. Participatory Educational Research, 9(1), 404–424. https://doi.org/10.17275/per.22.22.9.1
Özdemir, V., & Hekim, N. (2018). Birth of Industry 5.0: Making Sense of Big Data with Artificial Intelligence, “the Internet of Things” and Next-Generation Technology Policy. OMICS A Journal of Integrative Biology, 22(1), 65–76. https://doi.org/10.1089/omi.2017.0194
Ramlan, R., Iskandar, D., Permana, J., & Husin, M. R. (2023). Character Values of Elementary School Education from the Perspective of Local Wisdom of Sundanese Culture. Journal of Educational and Social Research, 13(3), 119–129. https://doi.org/10.36941/jesr-2023-0062
Robinson, S. C. (2020). Trust, transparency, and openness: How inclusion of cultural values shapes Nordic national public policy strategies for artificial intelligence (AI). Technology in Society, 63. https://doi.org/10.1016/j.techsoc.2020.101421
Salam, R., Akib, H., & Daraba, D. (2018). Utilization of Learning Media In Motivating Student Learning. Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). https://doi.org/10.2991/icss-18.2018.232
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18(2), 351–380. https://doi.org/10.1007/s10639-012-9240-x
Shidiq, A. S., & Nasrudin, D. (2021). The elementary teacher readiness toward stem-based contextual learning in 21st century era. Elementary Education Online, 20(1), 145–156. https://doi.org/10.17051/ilkonline.2021.01.019
Syamsi, I., & Tahar, Mohd. M. (2021). Local wisdom-based character education for special needs students in inclusive elementary schools. Cypriot Journal of Educational Sciences, 16(6), 3329–3342. https://doi.org/10.18844/cjes.v16i6.6567
Vygotsky, L. (1978). Mind in society: The development of higher psycological processes. Harvard University Press.
Wahyu Asmorojati, A., Yudhana, A., Nuryana, Z., & Binti Siraj, S. (2022). COVID-19 ambassadors: Recognizing Kampus Mengajar at the Merdeka Belajar Kampus Merdeka program humanitarian projects in the tertiary education curriculum. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.902343
Winarni, E. W., & Purwandari, E. P. (2019). The effectiveness of turtle mobile learning application for scientific literacy in elementary school. Journal of Education and E-Learning Research, 6(4), 156–161. https://doi.org/10.20448/journal.509.2019.64.156.161
Wu, J. (2024). An empirical study on students’ personalized teaching mode and educational effect of combining artificial intelligence technology in college civics education. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-3151
Yakar, U., Sulu, A., Porgali, M., & Çalis, N. (2020). From Constructivist Educational Technology to Mobile Constructivism: How mobile learning serves constructivism? International Journal of Academic Research in Education, 6(1), 56–75. https://doi.org/10.17985/ijare.818487
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lukman Setiawan, Akbar Al Masjid, Ana Fitrotun Nisa, Elyas Djufri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
