Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Journal of Education, Religious, and Instructions (JoERI)
Sutiyono Sutiyono
Buddhist Education Department, Jinarakkhita Buddhist College, Lampung, Indonesia
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Metacognition as a Mediator Between Human–AI Collaborative Learning and the Ability to Adapt Learning Strategies Lukman Abdul Majid; Adhi Kumara Saddhadhika; Sutiyono Sutiyono; Moses Adeleke Adeoye
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.316

Abstract

This study investigates the influence of Human–AI Collaborative Learning on students’ Adaptive Learning Strategies, with Metacognition serving as a mediating mechanism. A quantitative research design was employed using a survey of university students, with data collected through a structured questionnaire measuring Human–AI Collaborative Learning, Metacognition, and Adaptive Learning Strategies. The data were analyzed using Partial Least Squares Structural Equation Modeling to examine both the direct and indirect relationships among the proposed constructs. The findings reveal that Human–AI Collaborative Learning positively enhances students’ metacognitive abilities and adaptive learning strategies. Furthermore, metacognition exerts a significant positive influence on adaptive learning strategies and functions as a partial mediator in the relationship between Human–AI Collaborative Learning and students’ adaptive learning strategies. The proposed model demonstrates substantial explanatory capability, indicating that collaborative interactions with artificial intelligence contribute meaningfully to students’ capacity for self-monitoring, learning regulation, and strategic adaptation. These findings underscore the importance of integrating artificial intelligence as a collaborative learning partner to strengthen students’ metacognitive development and foster adaptive learning strategies in higher education. The study contributes to the growing literature on human–AI collaboration by providing empirical evidence that metacognition constitutes a key psychological mechanism through which AI-supported learning environments promote adaptive learning.
THE INFLUENCE OF DESIGN THINKING AND CREATIVITY ON TEACHER EFFICACY IN 21ST-CENTURY EDUCATION Dia Anjani; Sutiyono Sutiyono; Komang Komang; Juni Suryanadi
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v5i4.7940

Abstract

ABSTRACT The importance of strengthening teachers’ professional competence in the 21st-century education era is closely linked to teacher efficacy, which plays a crucial role in the success of the learning process. This study emphasizes the need to analyze the influence of design thinking and teacher creativity on teacher efficacy in the context of 21st-century education. A quantitative survey approach was employed, involving a saturated population of 75 Buddhist education teachers in Lampung Province. Data were collected in Bandar Lampung using a Likert-scale questionnaire specifically adapted to measure design thinking, creativity, and teacher efficacy. Prior to the application of multiple linear regression analysis, instrument validity and reliability tests were conducted. The findings indicate that design thinking has a positive and significant effect on teacher efficacy, while teacher creativity also exerts a positive and substantial influence. Simultaneously, both predictor variables enhance the model’s ability to explain the variance in teacher efficacy. This study concludes that teacher efficacy can be strengthened through professional development programs based on studio-style design thinking that integrate empathy, problem interpretation, ideation, prototyping, and testing, as well as through the reinforcement of creative practices within the school environment. ABSTRAK Pentingnya penguatan kompetensi profesional guru di era pendidikan abad ke-21, khususnya terkait efikasi guru yang berperan dalam keberhasilan proses pembelajaran. Pentingnya menganalisis tentang pengaruh pemikiran desain dan kreativitas guru terhadap efikasi guru di era pendidikan abad ke-21. Pendekatan survei kuantitatif digunakan dengan melibatkan populasi jenuh sebanyak 75 guru agama Buddha di Provinsi Lampung. Pengumpulan data dilakukan di Bandar Lampung melalui kuesioner skala Likert yang disesuaikan untuk mengukur pemikiran desain, kreativitas, dan efikasi guru. Sebelum analisis regresi linier berganda diterapkan, dilakukan uji validitas dan reliabilitas instrumen. Temuan penelitian menunjukkan bahwa pemikiran desain memberikan pengaruh positif dan signifikan terhadap efikasi guru, sementara kreativitas guru juga berpengaruh positif dan cukup besar. Secara simultan, kedua variabel prediktor meningkatkan kemampuan model dalam menjelaskan variasi efikasi guru. Penelitian ini menyimpulkan bahwa efikasi guru dapat diperkuat melalui program pengembangan profesional berbasis studio design thought yang mengintegrasikan empati, penafsiran masalah, ideasi, pembuatan prototipe, dan pengujian, serta penguatan praktik kreatif di lingkungan sekolah.
Co-Authors Adhi Kumara Saddhadhika Dia Anjani Juni Suryanadi Komang Komang Lukman Abdul Majid Moses Adeleke Adeoye