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p-Index From 2021 - 2026
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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Moh Setya Puspa Kurniawan
Universitas Bakti Indonesia
Religion Humanities Library & Information Science Social Sciences

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Management of Artificial Intelligence Utilization in Indonesian Language Learning and Its Impact on Students’ Academic Writing Skills at Universitas Bakti Indonesia Moh Dwi Puspa Setiawan; Moh Setya Puspa Kurniawan; Ika Veronita
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1627

Abstract

The integration of Artificial Intelligence (AI) into higher education provides new opportunities to support students' academic writing. However, its effectiveness depends on how AI is managed and integrated into the learning process. This study aimed to analyze the management of AI utilization in Indonesian Language learning and its impact on the academic writing skills of students at Universitas Bakti Indonesia. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase involved 50 students selected through purposive sampling, while the qualitative phase involved selected lecturers and students. Data were collected through an AI utilization management questionnaire, an academic writing assessment rubric, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The results showed a positive relationship between the management of AI utilization and students' academic writing skills. The qualitative findings indicated that lecturer guidance, structured AI use, information verification, feedback, and academic responsibility were important elements in supporting effective AI utilization. The findings suggest that AI can support students' academic writing development when its use is systematically managed and integrated with appropriate pedagogical guidance. AI should function as a learning support tool rather than replace students' independent thinking, writing processes, and academic responsibility.
Teacher Performance Management in Supporting Learning Quality at SDI Puspa Bangsa Ika Veronita; Moh Dwi Puspa Setiawan; Moh Setya Puspa Kurniawan
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.1637

Abstract

Teacher performance management is an important component of school management because it can support the development of effective and sustainable learning practices. This study aimed to analyze teacher performance management in supporting learning quality at SDI Puspa Bangsa. The study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, classroom observations, and document analysis involving the principal and teachers. Data were analyzed through data reduction, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings showed that teacher performance management was implemented through five interconnected processes: performance planning, implementation, monitoring, evaluation, and follow-up. Performance planning helped teachers establish instructional responsibilities and prepare learning activities, while monitoring and supervision provided opportunities for feedback and instructional improvement. Performance evaluation was used to identify teachers' strengths and areas requiring further development, followed by individual guidance, professional discussions, and professional development activities. These processes contributed to learning quality by supporting more organized instruction, reflective teaching practices, student engagement, and responsiveness to learning needs. However, the consistency of follow-up and the systematic use of assessment results still require improvement. The study concludes that teacher performance management can support learning quality when it is implemented as a continuous developmental process rather than merely an administrative procedure.
Management of Case-Based Learning in Supporting the Development of Nursing Students’ Competencies at Universitas Bakti Indonesia Moh Setya Puspa Kurniawan; Ika Veronita; Moh Dwi Puspa Kurniawan
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.1641

Abstract

Case-Based Learning (CBL) provides opportunities for nursing students to connect theoretical knowledge with contextual situations and develop competencies needed for professional practice. However, its effectiveness depends on how the learning process is systematically planned and managed. This study aimed to analyze the management of CBL in supporting the development of nursing students’ competencies at Universitas Bakti Indonesia. The study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, classroom observations, and document analysis involving lecturers and nursing students participating in CBL activities. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility strengthened through source and technique triangulation. The findings showed that CBL management consisted of planning, organizing, implementation, monitoring and evaluation, and follow-up activities. Relevant case selection, clear learning objectives, lecturer facilitation, group discussion, continuous feedback, and follow-up contributed to students’ engagement and competency development. CBL provided opportunities for students to develop critical thinking, problem-solving, communication, clinical reasoning, decision-making, and the application of nursing knowledge to contextual cases. However, differences in student participation and variations in case complexity remained challenges in implementation. The study concludes that CBL can support nursing students’ competency development when managed systematically and continuously. Strengthening case design, lecturer facilitation, student participation, assessment, and follow-up is essential for optimizing CBL in nursing education.
Co-Authors Ika Veronita Moh Dwi Puspa Kurniawan Moh Dwi Puspa Setiawan