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p-Index From 2021 - 2026
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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Tsaqila Jurnal Pendidikan dan Teknologi
Amy Theresia Sipayung
Universitas Pendidikan Indonesia
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Emerging Trends of Artificial Intelligence in Education (2021–2026): A Bibliometric Analysis of Curriculum and Vocational Education Transformation Amy Theresia Sipayung; Rusman; Ahmad Fajar Fadlillah
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.623

Abstract

Artificial intelligence (AI) increasingly reshaped educational practices, prompting growing scholarly inquiry into its pedagogical, curricular, and environmental implications. However, existing bibliometric reviews of Artificial Intelligence in Education (AIED) predominantly predated the generative AI inflection point and rarely disaggregated vocational education as a distinct theme. This study examined the intellectual structure and thematic evolution of AIED research published between 2021 and 2026, focusing on how curriculum development and vocational education transformation were represented within the field. Bibliographic data were retrieved from Scopus using the query "Artificial Intelligence" AND "Education" across title, abstract, and keyword fields, yielding 420 initial records. Following a four-stage Identification-Screening-Eligibility-Inclusion process, 107 peer-reviewed journal articles were retained. Publication output rose from five articles annually in 2021-2022 to 55 in 2025, with 83.2% of the dataset concentrated in 2023-2025, confirming a measurable post-generative AI acceleration. Arts and Humanities (45.0%) and Social Sciences (35.0%) dominated the disciplinary distribution, while China and the United States jointly led geographical output. Keyword co-occurrence mapping identified four clusters, with vocational education and training co-anchoring a cluster alongside deep and reinforcement learning, indicating an established rather than emergent research domain. This study offered the first structured mapping of vocational education's position within the post-2023 AIED landscape, informing curriculum developers, researchers, and policymakers.
Enhancing Students' Reading Literacy through the Implementation of Reading and Writing Across the Curriculum (RWAC) Using BukuAku Amy Theresia Sipayung; Asep Herry Hernawan; Ahmad Fajar Fadlillah
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 1 (2025): VOLUME 8, NUMBER 1, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i1.85539

Abstract

This study evaluated the effectiveness of BukuAku, an interactive digital library application, in enhancing elementary school students’ reading literacy through the Reading and Writing Across the Curriculum (RWAC) approach. As digital learning tools become increasingly integral in early education, this study aimed to assess the impact of BukuAku on students’ reading comprehension using a quantitative research design. A quasi-experimental one-group pretest–posttest design was implemented involving 30 third-grade students over a four-month intervention period (January–April 2025). Two main instruments were employed in this study. The first instrument was the Lumina Testing Service (LTS), a Lexile-based quantitative reading assessment tool that is widely used internationally and supported by documented validity and reliability. The second was BukuAku, a digital library that provided leveled digital texts, audio narration, and quizzes to support the learning process. Reading proficiency was measured using the LTS before and after the intervention. Statistical analysis using a paired samples t-test revealed a significant increase in students’ Lexile scores, from a mean of 700.17 (SD = 26.375) in the pretest to 832.33 (SD = 39.277) in the posttest. These results demonstrate a substantial improvement in reading comprehension following the intervention. The findings support the efficacy of integrating digital literacy tools with cross-curricular reading and writing approaches to strengthen reading comprehension in early grades. This study contributes to the empirical literature on educational technology integration and highlights the value of structured, interactive literacy interventions. Future research is recommended to explore long-term impacts and broader implementation across diverse educational context.
Co-Authors Ahmad Fajar Fadlillah Asep Herry Hernawan Rusman