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All Journal Abdimas Langkanae Jurnal Ilmiah Research and Development Student Jurnal Sains Student Research JURNAL MULTIDISIPLIN ILMU AKADEMIK
Dariyono Dariyono
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences Other

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Transformasi Kompetensi Pedagogik Guru di Era Kecerdasan Artifisial Tinjauan Literatur Dariyono Dariyono
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 3 (2026): JUNI
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i3.10705

Abstract

Abstract. The rapid advancement of Artificial Intelligence (AI) has significantly transformed the educational landscape, including changes in teachers’ pedagogical competencies. This study aims to examine the development of research on the transformation of teachers’ pedagogical competencies in the context of AI utilization, identify the pedagogical competency components that have undergone transformation, and analyze the opportunities, challenges, and future directions of competency development in the digital era. The study employed a literature review method with a descriptive qualitative approach. Data were collected from 11 international scholarly articles focusing on Education 4.0, teachers’ digital competence, educational transformation, 21st-century skills, sustainable education, and inclusive education. Data analysis was conducted through identification, classification, reduction, and thematic synthesis of findings from the selected literature. The results indicate that the transformation of teachers’ pedagogical competencies is characterized by an increasing need for digital literacy, technology integration skills, adaptability to change, critical thinking, creativity, collaboration, communication, and lifelong learning. Furthermore, the role of teachers has shifted from information transmitters to facilitators, mentors, and managers of digital learning environments. The study concludes that the transformation of pedagogical competencies represents a response to technological advancements and the demands of Education 4.0, requiring the strengthening of digital competencies and 21st-century skills as essential foundations for teachers’ professionalism in the future.Keywords: pedagogical competence, artificial intelligence, Education 4.0, teachers’ digital competence, educational transformation, literature review
Digital Distraction pada Mahasiswa: Implikasi untuk Desain Pembelajaran dan Kurikulum Pendidikan Tinggi Dariyono Dariyono; Muhammad Faizal Rizky
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 1 (2026): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i1.7335

Abstract

The rapid development of digital technology has significantly impacted learning in higher education, including the rise of digital distraction among university students. This theoretical review aims to integrate various concepts, models, and empirical findings related to digital distraction based on relevant literature. The study employed a theoretical review approach by analyzing articles addressing classroom distraction frequency, self-regulation mechanisms, and the dimensions of the Smartphone Distraction Scale (SDS). The synthesis reveals that digital distraction unfolds through a multilayered cycle beginning with digital stimuli, attention shifts, increased cognitive load, and reduced self-regulation, ultimately affecting academic performance. This review proposes the conceptual model of the Digital Distraction Cycle as a theoretical contribution explaining how digital distraction occurs among students and offers practical implications to support educators in designing learning strategies and self-regulation interventions that are more adaptive to digital-era challenges..
Bimbingan Teknis Pengembangan Micro Modul Berbasis PjBL Bagi Guru di Kabupaten Gowa Arnidah Arnidah; Asmar Asmar; Fajrin Baids; Dariyono Dariyono
Abdimas Langkanae Vol. 5 No. 2 (2025): September-Desember 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jpm.v5i2.583

Abstract

Perubahan kebijakan pendidikan nasional melalui implementasi Kurikulum Merdeka menuntut guru untuk mampu mengembangkan perangkat ajar yang inovatif, kontekstual, dan berorientasi pada penguatan kompetensi abad ke-21. Salah satu pendekatan yang relevan untuk menjawab tantangan tersebut adalah Project Based Learning (PjBL), yang menekankan keterlibatan aktif peserta didik melalui pengalaman belajar berbasis proyek guna menumbuhkan kreativitas, kolaborasi, dan kemampuan berpikir. Dalam rangka mendukung implementasi pendekatan tersebut, dilaksanakan Program Pengabdian kepada Masyarakat (PKM) berupa Bimbingan Teknis Pengembangan Micro Modul Berbasis PjBL bagi Guru di Kabupaten Gowa, Provinsi Sulawesi Selatan. Kegiatan ini bertujuan untuk meningkatkan kapasitas guru dalam merancang micro modul yang kontekstual, menarik, serta mampu menumbuhkan kreativitas dan kemandirian belajar siswa. Metode pelaksanaan meliputi analisis kebutuhan, perancangan kurikulum pelatihan, pelatihan berbasis praktik, pendampingan intensif, dan evaluasi hasil. Hasil kegiatan menunjukkan meningkatnya pemahaman guru terhadap konsep PjBL, keterampilan dalam menyusun micro modul berbasis proyek, serta motivasi untuk mengimplementasikannya di kelas. Kegiatan ini memberikan dampak positif terhadap peningkatan profesionalisme guru dan penguatan praktik pembelajaran inovatif di Kabupaten Gowa.
The Pengaruh Rubrik Parametrik dan Transparansi Penalti terhadap Kepercayaan Evaluasi Mahasiswa Non-Desain Dariyono Dariyono; Muhammad Faizal Rizky; Dion Rimman; Nanada Kurniati
JURNAL ILMIAH RESEARCH AND DEVELOPMENT STUDENT Vol. 4 No. 2 (2026): Juni : Jurnal Ilmiah Research and Development
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jis.v4i2.1880

Abstract

  This mixed-methods study employing a pre-experimental design investigated the effectiveness of implementing a parametric rubric in fostering students’ trust in assessment objectivity within a graphic design course. The evaluation focused on three key aspects: the clarity of assignment instructions, technical constraints related to the use of Figma software, and the transparency of the grading penalty system. Multiple regression analysis revealed that instructional clarity and penalty transparency had a positive and statistically significant effect on students’ trust in grading objectivity, with the penalty component emerging as the most influential factor. In contrast, technical constraints did not demonstrate a statistically significant effect, as they functioned both as a learning support mechanism and as an adaptation burden for students. The implementation of a strict penalty system initially triggered a score shock phenomenon, characterized by a substantial decline in Midterm Examination scores. However, this condition encouraged students to engage in self-evaluation and improve their learning strategies through self-regulated learning. Positive outcomes were reflected in the significant recovery of learning achievement and the more even distribution of student performance by the end of the semester, demonstrating the role of the system as a fair academic safety net for non-design students. Furthermore, 93.1% of students expressed a preference for the objective parametric assessment system over subjective aesthetics-based evaluation. The study concludes that managing examination penalties through a parametric rubric can establish a fair, transparent, and accountable assessment standard in higher education design courses  
Co-Authors Arnidah, Arnidah Asmar Asmar Dion Rimman Fajrin Baids Muhammad Faizal Rizky Nanada Kurniati