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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Innovation Multidisipliner Research AI and Developmental Insights in Education (AIDIE)
Tiyas Abror Huda
Universitas Negeri Manado
Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering

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Implementation of Paragogy Praxis to Develop Students’ Holistic Capacities in Online Learning Tiyas Abror Huda; Een Yayah Haenilah; Asih Budi Kurniawati
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.547

Abstract

This study is motivated by the challenges of online learning in fostering students’ holistic competencies, particularly in social and moral dimensions that are often underemphasized. It aims to describe the implementation of paragogy praxis in developing students’ holistic competencies in an online learning environment. A quantitative approach with a descriptive design was employed, involving 869 second-semester students from the Faculty of Teacher Training and Education at Universitas Lampung. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, and were analyzed using descriptive statistics. The findings reveal that students’ holistic competencies, encompassing intellectual, social, and moral aspects, are categorized as very high. This is reflected in strong levels of empathy, collaboration, and self-regulation, which indicate ethical, reflective, and responsible interactions among students. In addition, female students tend to demonstrate slightly higher holistic competencies than male students, although the difference is not statistically significant. Based on the study program, students from the Primary School Teacher Education (PGSD) program show the highest achievement in holistic competencies. These findings suggest that the implementation of paragogy praxis in online learning is effective in supporting the development of students’ holistic competencies. This approach not only emphasizes cognitive aspects but also promotes social interaction, collaboration, and the internalization of moral values through technology-mediated collaborative learning. Therefore, paragogy praxis can be considered a relevant alternative pedagogical approach in addressing educational challenges in the digital era.
Understanding Preservice Teachers’ Attitudes Toward AI in Education: Implications for Future Professional Development Tiyas Abror Huda; Sodikin Sodikin
AI and Developmental Insights in Education Vol. 1 No. 1 (2025): AI and Developmental Insights in Education
Publisher : CV. FoundAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/aidie.v1i1.60

Abstract

This study examined the educational problem of how preservice teachers perceive Artificial Intelligence (AI) in education and the extent to which their attitudes predict readiness to use AI in future teaching practice. Using a quantitative, cross-sectional survey design, data were collected from 212 preservice teachers enrolled in teacher-education programs. Participants completed the 22-item Attitudes Toward AI in Education Scale, which measured perceived usefulness, ethical and privacy concerns, pedagogical confidence, and professional identity readiness. Descriptive statistics indicated generally positive attitudes, while regression analyses showed that perceived usefulness and pedagogical confidence significantly predicted AI readiness, ethical concerns had a small negative effect, and professional identity readiness was not significant. These results highlight the central role of confidence and perceived value in shaping readiness, while also underscoring the need to address ethical apprehensions in teacher preparation. The study contributes a validated measurement framework and offers evidence-based guidance for designing AI-focused professional development in teacher education.
Co-Authors Asih Budi Kurniawati, Asih Budi Een Yayah Haenilah Sodikin Sodikin