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All Journal Lentera Pustaka Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Pengabdian UNDIKMA EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Curricula: Journal of Curriculum Development Jurnal Ilmu Informasi, Perpustakaan, dan Kearsipan
Rullyana, Gema
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Google Gemini as a Learning Assistant: Exploring Student Perceptions Majidah; Rullyana, Gema; Triandari, Rizki
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 2 (2025): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v9i2.10008

Abstract

The emergence of Generative Artificial Intelligence (GAI) has had a significant impact on learning. One of the AI ​​technologies that is currently developing is Google Google Gemini, which has excellent potential for use as a learning assistant in physical classrooms. This research aims to understand students' perceptions of using Google Google Gemini as a tool in the learning process, with a focus on four main aspects: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATU), and Behavioral Intention to Use (BIU). The research method used was a survey involving 45 students of the Educational Technology Study Program, Faculty of Education, Indonesian Universitas Pendidikan Indonesia (UPI). The research results show that students have a very positive perception of Google Google Gemini. In the PU aspect, students feel that Google Google Gemini helps them understand course material, improves learning efficiency, and provides relevant and helpful information during class learning. In the PEOU aspect, students stated that learning to use Google Google Gemini was very easy, interaction with this tool did not require much effort, and the tool had a user-friendly interface. In terms of ATU, students have a very positive attitude towards the use of Google Google Gemini, considering it a good idea and feeling that this tool makes the learning process more enjoyable. Finally, in the BIU aspect, students showed a firm intention to continue using Google Google Gemini in their future academic activities, as well as a desire to recommend this tool to their friends.
The Effect of Information Quality of the Instagram Account @bemhimaperpusinfo on the Fulfillment of Information Needs of its Followers Permata, Alvin Tessar; Ummatin, Kuntum Khaira; Rullyana, Gema; Oktaviani, Fikri Dwi
Lentera Pustaka: Jurnal Kajian Ilmu Perpustakaan, Informasi dan Kearsipan Vol 11, No 1 (2025): June
Publisher : Library and Information Science Study Program, Faculty of Humanities, Univ. Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/lenpust.v11i1.72859

Abstract

Background: Recent studies on social media use in academic settings underline its increasing importance in fulfilling students' information needs.  Still, few studies concentrate on student-run Instagram profiles and how well they meet these requirements.Objective: Particularly in the context of 4C Chris Heuer and Guha's four approaches, this paper sought to examine how the information material given by the Instagram account @bemhimaperpusinfo fulfills the information demands of its followers.Methods: Using a survey design, a quantitative method was applied.  Using many linear models via SPSS 27, data was gathered from 100 followers of the @bemhimaperpusinfo account and evaluated.  Tests of validity, reliability, normality, multicollinearity, and heteroskedasticity were run before the regression analysis to guarantee data quality.Results: According to the study, all four aspects of the 4C Social Media model Context, Communication, Collaboration, and Connection had a notable beneficial impact on followers' information demand fulfillment.  With Communication (β = .380) and Connection (β = .295) rising as the best predictors, the regression model accounted for 72.0% of the variation (R²= .720).  Every 4C variable showed notable correlations with various facets of Guha's information requirements Current, Every day, Exhaustive, and Catching-up.Conclusion: These findings suggest that material created and disseminated by student-led Instagram accounts can significantly help to meet academic and organizational information needs.  Different institutional and peer-managed settings should be investigated in further studies using longitudinal or mixed-method designs to more thoroughly investigate long-term impacts and user experiences.
Artificial Intelligence (AI) trends in higher education learning: Bibliometric analysis Priandani, Ai Pemi; Riyana, Cepi; Hernawan, Asep Herry; Dewi, Laksmi; Emilzoli, Mario; Rullyana, Gema
Curricula: Journal of Curriculum Development Vol 4, No 1 (2025): Curricula: Journal of Curriculum Development, June 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.86165

Abstract

The development of artificial intelligence (AI) technology has driven significant transformations in higher education. The integration of AI in learning offers the potential to increase the effectiveness, efficiency, and personalization of data-driven learning. This study aims to conduct a comprehensive bibliometric analysis of AI research trends in higher education learning, tracing publication patterns, source distribution, geographic distribution, and emerging themes in academic literature. The study uses a quantitative descriptive method with bibliometric analysis of Scopus publication data 2018–2023. The analysis was conducted using VOSviewer to map bibliographic relationships between publications, sources, authors, countries, and keywords. The results show that AI publications in higher education have increased rapidly, especially in 2023. The dominant themes are "artificial intelligence" and "higher education", with the latest trend towards "generative AI" and "ChatGPT". Publications appear in many interdisciplinary journals of social and computer sciences, with the United States, China, Australia, and the United Kingdom dominating research contributions. The findings provide a systematic overview of the development of AI research in higher education and serve as a strategic basis for educators, researchers, and policymakers in designing effective and sustainable AI integration in higher education. AbstrakPerkembangan teknologi kecerdasan buatan (AI) telah mendorong transformasi signifikan dalam pendidikan tinggi. Integrasi AI dalam pembelajaran menawarkan potensi peningkatan efektivitas, efisiensi, dan personalisasi pembelajaran berbasis data. Penelitian ini bertujuan melakukan analisis bibliometrik komprehensif terhadap tren penelitian AI dalam pembelajaran pendidikan tinggi, menelusuri pola publikasi, distribusi sumber, persebaran geografis, dan tema yang muncul dalam literatur akademik. Penelitian menggunakan metode deskriptif kuantitatif dengan analisis bibliometrik data publikasi Scopus 2018–2023. Analisis dilakukan menggunakan VOSviewer untuk memetakan hubungan bibliografis antara publikasi, sumber, penulis, negara, dan kata kunci. Hasil menunjukkan publikasi AI dalam pendidikan tinggi mengalami peningkatan pesat, terutama tahun 2023. Tema dominan adalah "artificial intelligence" dan "higher education", dengan tren terkini mengarah pada "generative AI" dan "ChatGPT". Publikasi banyak muncul di jurnal interdisipliner ilmu sosial dan komputer, dengan Amerika Serikat, Tiongkok, Australia, dan Inggris mendominasi kontribusi penelitian. Temuan memberikan gambaran sistematis perkembangan penelitian AI dalam pendidikan tinggi dan menjadi dasar strategis bagi pendidik, peneliti, dan pembuat kebijakan dalam merancang integrasi AI yang efektif dan berkelanjutan di perguruan tinggi.Kata Kunci: analisis bibliometrik; desain pembelajaran; kecerdasan buatan; pembelajaran; pendidikan tinggi
Kebutuhan Pengembangan OPAC Ramah Anak pada Perpustakaan Kementerian Pendidikan dan Kebudayaan Nadila, Rifa; Rullyana, Gema
Jurnal Ilmu Informasi, Perpustakaan dan Kearsipan Vol. 23, No. 1
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine: (1) priority intention of children’s OPAC development; (2) natural conditions related to children’s OPAC development; (3) discrepancy between expectations and conditions related to children’s OPAC development; (4) priority needs of the most urgent, feasible and appropriate to be implemented in the Library of the Ministry of Education and Culture (Perpusdikbud). Research data resulted over interviews in December 2020 by the librarians of the Perpusdikbud were analyzed using qualitative descriptive approach. The results showed: (1) the development of child-friendly OPAC has not been a priority need; (2) librarians are fully aware concerning to the importance of the development of children's digital literacy, but the level of conditions for service needs and digital collections for children is still low; (3) the discrepancy consists: aspects of leadership decisions, aspects of systems and tools needed in the development of child-friendly OPACs to the human resources of the developers, factors of funds or expenditures required, factors in the quantity of children’s collections, number of users and literacy levels, and adaptation to learning methods to provide user education to the children about the OPAC; (4) the priority needs that are most appropriate to be implemented by the Perpusdikbud at this time is the grading of children's collections. The results of the study concluded that the need for children’s OPAC development in the Perpusdikbud has not been a priority at this time.
MAPPING PRE-SERVICE TEACHERS’ AI LITERACY COMPETENCE BASED ON UNESCO FRAMEWORK: A DESCRIPTIVE STUDY Oktaviani, Fikri Dwi; Rullyana, Gema; Setiawati, Linda; Asmara, Liddya Ganda
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10504

Abstract

Artificial Intelligence (AI) literacy competence is an urgent necessity for pre-service teachers in the era of digital transformation. This study aims to map the AI literacy competence of pre-service teachers based on the UNESCO AI Competency Framework for Teachers, encompassing five aspects: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, and AI for Professional Development. This research employed a descriptive quantitative approach using a survey method. A self-assessment instrument based on a 5-point Likert scale with 75 statement items was distributed online to 252 active students of education study programs in Indonesia during November-December 2025. Pearson validity testing yielded item-total correlations of 0.467 to 0.784, and Cronbach's Alpha produced 0.970, indicating a highly reliable instrument. Results show that students' AI literacy competence falls in the very high category at the Acquire Level, and high at both Deepen and Create levels. Human-Centred Mindset and Ethics of AI consistently achieved the highest scores, while AI for Professional Development showed the lowest at the Create level (M = 3.68). A significant gap exists between the high frequency of AI tool usage (84.5%) and low formal training participation (44.8%). These findings imply the need to redesign the LPTK curricula to systematically integrate AI literacy, contextual and sustainable AI literacy training programs. ABSTRAK Kompetensi literasi kecerdasan buatan (AI) merupakan kebutuhan mendesak bagi mahasiswa calon guru di era transformasi digital. Penelitian ini bertujuan memetakan kompetensi literasi AI mahasiswa calon guru berdasarkan AI Competency Framework for Teachers dari UNESCO yang mencakup lima aspek: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, dan AI for Professional Development. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Instrumen self-assessment berbasis skala Likert 5 poin dengan 75 butir pernyataan disebarkan secara daring kepada 252 mahasiswa aktif program studi kependidikan di Indonesia pada November-Desember 2025. Uji validitas Pearson menghasilkan korelasi item-total sebesar 0,467 hingga 0,784, dan uji reliabilitas Cronbach's Alpha menghasilkan nilai 0,970. Hasil penelitian menunjukkan bahwa kompetensi literasi AI mahasiswa berada pada kategori sangat tinggi di Level Acquire, dan tinggi di Level Deepen dan Create. Aspek Human-Centred Mindset dan Ethics of AI secara konsisten memperoleh skor tertinggi di seluruh level, sementara AI for Professional Development menunjukkan skor terendah pada Level Create (M = 3,68). Terdapat kesenjangan signifikan antara tingginya frekuensi penggunaan AI (84,5%) dengan rendahnya partisipasi pelatihan formal (44,8%). Temuan ini mengimplikasikan perlunya redesain kurikulum LPTK yang mengintegrasikan literasi AI secara sistematis, dan program pelatihan literasi AI yang kontekstual dan berkelanjutan.  
PERSEPSI MAHASISWA CALON GURU TERHADAP POTENSI ROBLOX SEBAGAI RUANG BELAJAR VIRTUAL DALAM PERSPEKTIF UTAUT Asmara, Liddya Ganda; Rullyana, Gema; Setiawati, Linda; Oktaviani, Fikri Dwi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10505

Abstract

Digital transformation demands innovation in immersive learning spaces through the metaverse, but student teachers' acceptance of platforms like Roblox still needs in-depth exploration. This study aims to describe these perceptions using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Using a descriptive quantitative approach, a survey was conducted among 200 Indonesian education students selected through purposive sampling. The research stages included instrument validity and reliability testing, data collection through a Google Form questionnaire, and descriptive statistical analysis using mean and percentage values. The findings indicate that respondents' exposure to Roblox is very high; 96.5% of respondents are familiar with the platform and 70% have used it. Interest in utilizing it in learning is considered positive, reaching 58.5%. The quantitative results of the UTAUT constructs show that all dimensions are in the high category, led by social influence (3.80), followed by performance expectancy (3.74), behavioral intention (3.69), facilitating conditions (3.64), and effort expectancy (3.56). The main conclusion confirms that student teachers have initial readiness and positive acceptance of Roblox as an immersive virtual learning space. Although Roblox is still predominantly viewed as an entertainment gaming platform, its potential as a collaborative learning space is vast, provided it is supported by structured pedagogical design, strengthened digital technology literacy, and adequate institutional policy support to sustainably and comprehensively transform dynamic educational experiences in the future. ABSTRAK Transformasi digital menuntut inovasi ruang belajar imersif melalui metaverse, namun penerimaan mahasiswa calon guru terhadap platform seperti Roblox masih perlu dieksplorasi secara mendalam. Penelitian ini bertujuan mendeskripsikan persepsi tersebut menggunakan kerangka Unified Theory of Acceptance and Use of Technology (UTAUT). Melalui pendekatan kuantitatif deskriptif, survei dilakukan kepada 200 mahasiswa kependidikan di Indonesia yang dipilih secara purposive sampling. Tahapan penelitian mencakup uji validitas serta reliabilitas instrumen, pengumpulan data melalui kuesioner Google Form, serta analisis statistik deskriptif menggunakan nilai mean dan persentase. Temuan menunjukkan paparan responden terhadap Roblox sangat tinggi; 96,5% responden mengenal platform tersebut dan 70% pernah menggunakannya. Minat pemanfaatan dalam pembelajaran tergolong positif mencapai 58,5%. Hasil kuantitatif konstruk UTAUT menunjukkan seluruh dimensi berada pada kategori tinggi, dipimpin oleh social influence (3,80), diikuti performance expectancy (3,74), behavioral intention (3,69), facilitating conditions (3,64), dan effort expectancy (3,56). Simpulan utama menegaskan bahwa mahasiswa calon guru memiliki kesiapan awal dan penerimaan positif terhadap Roblox sebagai virtual learning space imersif. Meskipun Roblox masih dominan dipandang sebagai platform permainan hiburan, potensinya sebagai ruang belajar kolaboratif sangat terbuka lebar, asalkan didukung oleh desain pedagogis terstruktur, penguatan literasi teknologi digital, serta dukungan kebijakan institusional yang memadai untuk mentransformasi pengalaman pendidikan yang dinamis di masa depan secara berkelanjutan tuntas.  
Peningkatan Kompetensi Abstraksi dan Dekomposisi Computational Thinking Melalui LKPD Digital dan Card Mat Modular bagi Guru SMPN 1 Baleendah Gelar, Trisna; Firdaus, Lukmannul Hakim; Rullyana, Gema
Jurnal Pengabdian UNDIKMA Vol. 7 No. 2 (2026): May (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i2.18540

Abstract

This community service program aims to enhance the pedagogical competence of teachers at State Junior High School 1 Baleendah in applying the concepts of Abstraction and Decomposition in Computational Thinking (CT) within the learning process, while improving operational efficiency in managing teaching materials through the utilization of structured digital systems and media. The program was implemented using a participatory approach with an integrated hybrid intervention. The effectiveness of the intervention was evaluated using a one-group pretest-posttest design with cognitive understanding tests and rubric-based performance observation sheets, which were subsequently analyzed using descriptive quantitative methods. The results showed that the hybrid model was effective in overcoming pedagogical barriers, as evidenced by a significant improvement in conceptual understanding and the quality of CT implementation in learning activities, with an average post-test score increase of 15%. In addition, operational inefficiency was addressed through improved time efficiency in preparing teaching materials, reaching an increase of at least 60%. This model also generated findings regarding the effectiveness of Hexagon Chips as cognitive artifacts for mediating the visualization of the concepts of Abstraction and Decomposition in Computational Thinking.
Co-Authors Asep Herry Hernawan Asmara, Liddya Ganda Cepi Riyana, Cepi Emilzoli, Mario Firdaus, Lukmannul Hakim Gelar, Trisna Laksmi Dewi, Laksmi Linda Setiawati, Linda Majidah Majidah Nadila, Rifa Oktaviani, Fikri Dwi Permata, Alvin Tessar Priandani, Ai Pemi Triandari, Rizki Ummatin, Kuntum Khaira