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The Influence of ChatGPT Usage on Learning Outcomes Among Guidance and Counseling Students Maulia Fatma Yanti; Syawaluddin
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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This test examines the empirical effect of ChatGPT utilization on gaining knowledge of consequences amongst steerage and Counseling university students at UIN Sjech M. Djamil Djambek Bukittinggi. The rapid integration of generative Artificial Intelligence (AI) in higher education has created pedagogical opportunities while also raising concerns about students’ cognitive independence and learning processes.The use of a quantitave associative-casual layout, the observe worried 231 undergraduate collage student selected thru proportionate stratified random sampling from a populace of 546 students in the 2022, 2023, and 2024 cohorts.Data were collected through two self-administered questionnaires using a five-point Likert scale. The ChatGPT usage instrument was developed based on the Technology Acceptance Model (TAM), while the learning outcomes instrument was based on Bloom’s Taxonomy. Both instruments demonstrated high reliability, with Cronbach’s alpha coefficients of 0.950 and 0.975, respectively. Statistics analysis and classical assumption trying out had been performed the usage of IBM SPSS facts version 26 and Microsoft exel. Descriptive  findings showed that ChatGPT usage among students had a mean score of 99.93, while learning outcomes had a mean score of 234.77; both were categorized as moderate. Prerequisite tests indicated normally distributed residuals (p = 0.200 > 0.05) and a linear relationship among variables (F = 81.690, p = 0.000). Simple linear regression results showed a significant positive effect of ChatGPT usage on learning outcomes (t = 8.898 > 1.652; p < 0.05). The coefficient of determination indicated that ChatGPT utilization accounted for 25.7% of the variance in learning consequences,whereas 74.3% was influenced by other factors. Thus, ChatGPT can serve as a productive supplementary cognitive resource when accompanied by independent reflection and active learning.
Pengaruh Locus Of Control dan Dukungan Sosial terhadap Homesickness pada Mahasantri Ma'had Al-Jami'ah Salsabilla; Syawaluddin
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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This study was prompted by the widespread phenomenon of homesickness among female boarders (mahasantri) at Ma'had Al-Jami'ah UIN Sjech M. Djamil Djambek Bukittinggi, manifesting in nostalgia for family life, emotional despondency, social alienation, and adjustment hurdles within a novel residential setting. The primary objective was to evaluate the distinct (partial) and combined (simultaneous) impacts of locus of control and social support on homesickness among these female students. Employing a quantitative approach with a descriptive-associative framework, the research surveyed a representative sample of 212 respondents drawn from a total population of 453 using proportional random sampling. Data were gathered via structured instruments assessing locus of control, social support, and homesickness, followed by analytical processing through simple and multiple linear regressions executed on SPSS software. Statistical outcomes validated that locus of control independently exerts a significant effect on homesickness. Specifically, the internal dimension demonstrated a inverse, statistically significant association (p = 0.000 < 0.05) accounting for a 14.9% contribution, signifying that reinforced internal locus of control corresponds to a diminished degree of homesickness. Conversely, the external dimension revealed a direct, significant correlation (p = 0.000 < 0.05) with a 16.9\% influence, suggesting that a strong external orientation intensifies homesickness. Additionally, social support independently exhibited a negative, significant effect (p = 0.000 < 0.05) contributing 13.1\%, proving that augmented social support effectively mitigates the severity of homesickness. Collectively, locus of control and social support exerted a significant joint impact on homesickness (p = 0.000 < 0.05), jointly explaining 23.4% of the variance, whereas the remaining 76.6%  was governed by extraneous factors beyond the scope of this model. In conclusion, both internal dynamics and social assistance serve as pivotal determinants of homesickness in this demographic, highlighting the need for future studies to incorporate additional extraneous variables for a more holistic perspective.
Peningkatan Kepercayaan Diri Siswa Kelas 3 melalui Program Bimbingan Kelompok di SDN 08 Durian Kapeh Riki Saputra; Syawaluddin
TadrisReach: Journal of Educational Service Vol. 1 No. 1 (2025): Maret 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

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Kepercayaan diri merupakan salah satu aspek penting dalam perkembangan pribadi anak, namun banyak siswa sekolah dasar mengalami kepercayaan diri yang rendah. Kondisi ini berdampak pada interaksi sosial, partisipasi dalam kegiatan kelas, dan prestasi akademik mereka. Penelitian ini bertujuan untuk meningkatkan kepercayaan diri siswa kelas III melalui program konseling kelompok di SDN 08 Durian Kapeh. Metode penelitian yang digunakan bersifat kualitatif dengan pendekatan tindakan, meliputi observasi, wawancara, dan pelaksanaan sesi konseling kelompok secara terstruktur dalam beberapa pertemuan. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kepercayaan diri siswa, khususnya dalam aspek keberanian berpartisipasi, kemampuan komunikasi, serta sikap positif terhadap diri sendiri dan teman sebaya. Temuan ini menegaskan bahwa konseling kelompok dapat menjadi strategi efektif untuk menumbuhkan kepercayaan diri anak sekolah dasar, sekaligus mendukung pengembangan sosial dan akademik mereka secara menyeluruh. Self-confidence is an essential aspect of children’s personal development, yet many elementary school students experience low self-confidence. This condition affects their social interactions, classroom participation, and academic achievement. This study aims to enhance the self-confidence of third-grade students through a group counseling program at SDN 08 Durian Kapeh. The research employed a qualitative action-based approach, including observation, interviews, and structured group counseling sessions conducted over several meetings. The findings indicate a significant improvement in students’ self-confidence, particularly in areas of participation, communication skills, and positive attitudes toward themselves and their peers. These results suggest that group counseling is an effective strategy for fostering self-confidence in elementary school children, while simultaneously supporting their social and academic development comprehensively.