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All Journal Cetta: Jurnal Ilmu Pendidikan Journal of Education and Instruction (JOEAI) Jurnal Basicedu International Journal of Community Service Learning Jurnal Ilmiah Mandala Education (JIME) International Journal for Educational and Vocational Studies Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Sains dan Matematika International Journal of Educational Research and Social Sciences (IJERSC) JagoMIPA: Jurnal Pendidikan Matematika dan IPA Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Jurnal Ilmiah Edutic : Pendidikan dan Informatika Akademika Jurnal Teknologi Pendidikan
Rusijono, Rusijono
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Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Artificial Intelligence in Learning Design: Acceptance, Perceived Effectiveness, and Barriers Pradana, Hirnanda Dimas; Rusijono, Rusijono; Maureen, Irena Yolanita; Youhanita, Ety
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2688

Abstract

This study mapped perceptions of AI in learning design in the Educational Technology Study Program at Universitas Negeri Surabaya (UNESA). A 25-item, 5-point Likert questionnaire (acceptance, perceived effectiveness, limitations; TAM-informed) was completed by 16 lecturers and 130 students selected purposively (users of, or strongly interested in, AI). Content validity met conventional thresholds (all I-CVI ? 0.78; S-CVI > 0.90). Agreement on acceptance (10 items) averaged 82.6% for students (range 80.0–88.5%) and 85.0% for lecturers (range 81.25–87.5%). Agreement on perceived effectiveness (8 items) averaged 85.4% for students (range 80.8–89.2%) and 87.5% for lecturers (range 81.25–93.75%), indicating that respondents believe AI can accelerate material preparation, support adaptive/diagnostic feedback, and enable more personalized learning. Limits were also evident (7 items): difficulty understanding AI (65.4% students; 62.5% lecturers), context relevance of AI outputs (58.5%; 62.5%), curricular alignment (56.9%; 56.3%), feeling safe sharing data (53.9%; 56.3%), and LMS integration (60.8%; 68.8%). Reported training was uneven (61.5% students; 68.8% lecturers), implying roughly 32–38% lacked training. Given the single-site, descriptive design, findings are self-reports—not causal or broadly generalizable. Implications point to pilot-first adoption, targeted capacity building, clearer privacy/ethics governance, and infrastructure alignment before any scale-up.
Co-Authors Afifudin, Muhammad Abdu Amaliyah, Suci Nur Andi Mariono Arviani, Sari Bachri, Bachtiar S. Bachri, Bachtiar Saiful Bachtiar Saiful Bahri Budi Purwoko Budiyanto Budiyanto Chandra, Audrey Vivian Edi Prasetyo Elyunusi, Melikai Jihan Endang Pudjiastuti Sartinah Ety Youhanita Fauziyyah, Adinda Nur Filayanti, Marina Irena Yolanita Maureen Jarmani, Jarmani Ketut Prasetyo khusnul khotimah Kusumawardani, Nila Nurcahyaning Lakap, Pifa Arita Mirwa Adiprahara Anggarani Mochamad Nursalim Moh Jazuli, Moh MZ, A.F Suryaning Ati Najlatun Naqiyah Nasution Nasution Prahenti, Dindya Sisca RAHMITA, FIKI Rokhman, Ayla Yuli Saepulloh, Saepulloh Safitri, Alfi Fatimatus Setyaedhi, Hari Setyaningsri, Indang Suryanti Suryarini, Diah Yovita Susarno, Lamijan Hadi Susilo, Onggo Umi Anugerah Izzati, Umi Anugerah Utari Dewi Waspodo Tjipto Subroto