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All Journal KEMBARA Child Education Journal Educate: Journal of Community Service in Education Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
Muhlis Fajar Wicaksana
Universitas Veteran Bangun Nusantara, Indonesia
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penguatan Kompetensi Guru Abad 21: Pendampingan Penerapan Model TPACK di Sekolah Dasar" Nurratri Kurnia Sari; Andriyanto; Sukarno; Muhlis Fajar Wicaksana
Educate: Journal of Community Service in Education Vol 5 No 1 (2025): Educate: Journal of Community Service in Education
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The transformation of education in the digital era requires teachers to integrate technology effectively in the learning process. The TPACK (Technological Pedagogical and Content Knowledge) model is an important framework to equip teachers to combine mastery of technology, pedagogy, and learning content. This community service activity aims to provide intensive assistance to elementary school teachers in understanding and applying the TPACK model in learning planning and implementation. The implementation method includes socialization of the TPACK concept, workshop on the preparation of TPACK-based lesson plans, and assistance in its implementation. The results of the activity showed that teachers experienced an increase in conceptual understanding and were able to apply the TPACK approach in learning that was more interactive, contextual, and learning content.
Adaptive AI-Driven Formative Assessment in Early Childhood Education: A Systematic Review and Meta-Analysis on Cultivating Social-Emotional Learning and Early Moderation Nurratri Kurnia Sari; Muhlis Fajar Wicaksana; Md. Anisur Rahman
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8412

Abstract

In today's era of digital transformation and the dominance of artificial intelligence, cognitive and social-emotional skills, such as social-emotional learning (SEL) and early moderation, have become vital competencies for students from an early stage of education. Adaptive instructional systems (Adaptive AI)-based instruction integrated with automated formative assessment is seen as an effective and creative strategy to enhance these skills through in-depth personalized learning. Over the past two decades, research on immersive technology has increased rapidly, but evaluation of its impact on character development and moderation attitudes in early childhood remains very limited. This study evaluates the impact of Adaptive AI-driven instruction on students' SEL skills and moderation behaviors, and systematically investigates the key factors contributing to their cognitive and affective development. The primary objective of this study is to map the effectiveness of AI-based formative assessment in monitoring the development of digital tolerance and resilience values ​​from an early age through integrative quantitative evidence. The method used was a Systematic Literature Review (SLR) and meta-analysis of 137 empirical studies indexed in the Scopus database from 2000 to 2026. Data analysis was conducted using the Google Colab platform using the R programming language (metafor package) to calculate effect sizes and ensure data transparency. Key findings indicate that adaptive instructional systems have a significant positive impact on children's emotional maturity and inclusive attitudes. Variables such as scaffolding features in AI interactions and multimodal communication strategies were shown to significantly influence outcomes, while geographic location factors had no significant impact. In conclusion, the ethical integration of AI has profound implications for the development of early childhood education curricula based on digital resilience and moderation.
Strengthening AI-Based Content Management System (CMS) Competencies for Indonesian Vocational Students and EEIEF Maria Nazare Viena as Provisions for Facing the Global Digital Work World Muhlis Fajar Wicaksana; Dewi Kusumaningsih; Pardyatmoko Pardyatmoko; Citra Trihandayani; Wahyu Setiawati; Paulo Vitor da Silva Santiago
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 3 No. 2 (2025): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v3i2.580

Abstract

In the current rapid global digital era, mastering AI-assisted digital branding and automated technical orchestration is an urgent requirement for vocational students, which can be strategically upgraded through project-based AI-Content Management System (CMS) training. Public and vocational institutions face a critical gap where students lack structured skills in managing digital platforms regularly and systematically, making traditional theoretical IT approaches ineffective for global workforce readiness. This international community service aims to resolve this issue by strengthening AI-based CMS competencies among Indonesian vocational students and EEIEF Maria Nazare Viena. The implementation method included socialization, digital literacy workshops, practical AI-tool application (action), intensive mentoring, and rubrics-based evaluations of student participants using pre-test and post-test instruments. The results revealed an 85% increase in students' cognitive, practical, and systematic platform management skills, supported by high student enthusiasm, cross-institutional academic networks, and institutional facility access, although slightly hindered by initial technical adjustments and budget management. Ultimately, the sustainability of this initiative is secured through the establishment of an online creative community forum and school-adopted digital manuals.
Transforming Indonesian language learning evaluation through OBE: A multisite mixed-methods study of speaking assessment in higher education Muhlis Fajar Wicaksana; Nurratri Kurnia Sari; Dewi Kusumaningsih; Nanci Risky Rimadani; Ly Aminas
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.45482

Abstract

Evaluation of Indonesian language learning in an Outcome-Based Education (OBE) context requires more than grading or collecting digital assignments; it requires traceable alignment among learning outcomes, tasks, criteria, evidence, feedback, and improvement. This convergent multisite mixed-methods needs-assessment study investigated the transformation of speaking evaluation across seven higher-education institutions in Central Java. Participants comprised 10 lecturers of Speaking Skills courses in Indonesian Language and Literature Education programs, and 132 students, from whom 140 questionnaires were distributed; eight incomplete responses were excluded. Data were collected through semi-structured interviews, reviews of course plans, rubrics, speaking tasks, and digital evidence, and a ten-item Likert questionnaire. The questionnaire was content-validated by three experts and piloted with 30 students. Quantitative data were summarized using frequencies, means, standard deviations, and positive-response percentages, while qualitative evidence was examined through cross-site thematic comparison and integrated in a joint display. The overall questionnaire mean was 3.93/5. Rubric clarity received the highest mean (M = 4.10), and the importance of OBE-aligned technology-based evaluation received the strongest positive response (77.27%; M = 4.09). Experience using digital platforms for speaking-task submission was lowest (61.36%; M = 3.75). Lecturer and document evidence showed that authentic tasks, linguistic and nonlinguistic criteria, and OBE terminology were present, but digital tools remained concentrated on communication, submission, publication, and storage. Outcome mapping, rater calibration, timely feedback, longitudinal evidence, analytics, and ethical governance were not yet systematic. The study formulates a six-stage framework for transforming Indonesian language speaking evaluation through OBE: outcome alignment, authentic tasks, analytic rubrics, digital evidence, feedback and reflection, and outcome analytics for continuous improvement. The framework is a design proposition requiring validation and field testing.
Co-Authors Andriyanto Citra Trihandayani Dewi Kusumaningsih Ly Aminas Md. Anisur Rahman Nanci Risky Rimadani Nurratri Kurnia Sari Pardyatmoko Pardyatmoko Paulo Vitor da Silva Santiago Sukarno Wahyu Setiawati