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All Journal Refleksi Pembelajaran Inovatif Unisia
Gunagama, M. Galieh
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Digital Placemaking in the Yogyakarta Philosophy Axis: UGC Sentiment Analysis Gunagama, M. Galieh; Al Bareeq, Muhammad Mufeed; Akbar, Fiorino Piscal
Unisia Vol. 43 No. 1 (2025)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/unisia.vol43.iss1.art15

Abstract

Integrating digital technologies into urban spaces has transformed traditional placemaking, with user-generated content (UGC) offering invaluable insights into public perceptions. This study addresses a significant research gap by investigating how UGC sentiment analysis can capture and inform understanding of culturally important sites, focusing on the Yogyakarta Philosophical Axis. The research aims to uncover UGC-derived insights for architectural and urban planning decisions and to examine the relationship between digital sentiments and authentic physical experiences along this UNESCO-recognized heritage corridor. Employing a robust methodology, over 1,700 Google Maps reviews from six key sites – Tugu Yogyakarta, Malioboro Street, North Square, Kraton, South Square, and Panggung Krapyak – were collected, preprocessed, and analyzed using BoardFlare, DeepSeek AI, and ChatGPT for sentiment triangulation. Findings reveal a generally positive perception of the Axis, yet expose a critical disparity between high numerical star ratings and more nuanced, often lower, textual sentiment scores, highlighting the limitations of simplistic metrics. While sites like Tugu Yogyakarta garnered high positive sentiment due to their symbolic resonance, others, such as Panggung Krapyak, received low scores due to infrastructural deficiencies and limited access, indicating significant 'placemaking inequality.' This study highlights the crucial role of multi-tool sentiment analysis in mitigating computational biases and fostering a comprehensive understanding of digital affect. It demonstrates that UGC, when critically analyzed, serves as a powerful diagnostic tool for urban heritage management, revealing how digital interactions both reflect and shape perceptions of place, thereby informing holistic strategies for balancing cultural preservation with the demands of modern urban development.
Integrating AI-generated client simulations in architectural education Gunagama, M. Galieh; Fildzah Zatalini Zakirah
Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss1.art3

Abstract

This study examines the integration of AI-generated client simulations to address a critical gap in architectural education: the limited exposure to unpredictable, human-centric client dynamics in traditional studio pedagogy. Conducted within the Integrated Design Studio (IDS) at Universitas Islam Indonesia, the research employed ChatGPT to generate randomized client profiles across seven categories for 10 students. Qualitative and quantitative analyses revealed that AI simulations significantly enhanced students’ adaptability, creativity, and critical thinking, compelling them to resolve "cultural-programmatic collisions." While realism in simulating human unpredictability scored moderately, the tool fostered deep contextual engagement, evidenced by students’ score gains in technical integration for resolvable conflicts. However, irreconcilable constraints hindered technical synthesis, underscoring the need for calibrated complexity. The study concludes that AI-generated profiles bridge theoretical pedagogy and real-world practice but require scaffolding to mitigate cognitive overload and augment socio-emotional depth. Recommendations include tiered complexity filters and hybrid models blending AI with live client interactions.
Scaling design cognition: A project-based approach to teaching AI in architecture Gunagama, M. Galieh; Suprahman, Faiz Hamdi; Nasrullah; Sumarno, Ade
Refleksi Pembelajaran Inovatif Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026 (in press)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol6.iss1.art1

Abstract

This study investigates the effectiveness of a project-based learning framework in scaling the design cognition of architecture students through structured integration of generative AI tools, examining whether a tiered pedagogical approach helps students transition from passive tool users to active directors of machine intelligence. The research employed a project-based strategy merging the Stanford Design Thinking model with the Educational Design Ladder. Seventy-three architecture students from Universitas Islam Indonesia participated in the Computational Design Thinking course during 2025/2026. Students progressed through manual nature observation, prompt engineering with language models, generative image creation, 3D model conversion, parametric refinement, and physical fabrication. Data were collected through surveys, grading rubrics measuring higher order thinking skills, student reflections, and comparative analysis with non-AI cohorts. Results showed measurable improvement, with average grades rising from 75.3 to 77.9 compared to previous non-AI cohorts. Significant gains occurred in translating ideas into computational logic (+6.8 points) and design report quality (+6.9 points). Students reached Synthesis and Evaluation levels of the Educational Design Ladder (79.2). Self-reported cognitive habits improved from 3.60 to 3.71, while prompt writing proficiency increased from 3.48 to 3.63. Students generated over ten design alternatives per concept, demonstrating expanded creative output. Physical 3D print quality showed slight decline, and students reported cognitive load during transitions to node-based interfaces and hardware installation barriers. Single institution study over one semester limits generalizability. Technical barriers affected some participants. Focus on early-stage design cognition may not capture long term skill retention. Future implementations should introduce computational tools earlier in the curriculum, provide robust hardware infrastructure and technical support, and conduct longitudinal studies on professional application. This research provides a replicable pedagogical roadmap for integrating AI while maintaining human creative authority. Institutions should embed AI throughout the curriculum, establish ethical guidelines, and provide structured technical scaffolding to help students achieve higher order thinking skills in human AI collaboration.
Co-Authors Akbar, Fiorino Piscal Al Bareeq, Muhammad Mufeed Fildzah Zatalini Zakirah Nasrullah Sumarno, Ade Suprahman, Faiz Hamdi