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All Journal EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi JEELS (Journal of English Education and Linguistics Studies) Al Ghafur : Jurnal Ilmiah Pengabdian Kepada Masyarakat Educandumedia: Jurnal Ilmu Pendidikan dan Kependidikan
Fadhli, Teuku
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Agriculture, Biological Sciences & Forestry Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Student engagement in English language learning with artificial intelligence (AI) chatbot from theory of planned behavior perspective Fauziah, Fauziah; Diana, Novita; Putri, Silvia; Fadhli, Teuku
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4085

Abstract

Artificial Intelligence (AI) chatbots have been widely integrated into English learning and teaching, but qualitative evidence portraying the students’ engagements and the socio-behavior factors shaping the engagement remains scarce. Guided by the theory of Planned Behavior (TPB), this narrative inquiry investigated student engagement in English language learning facilitated by AI chatbots. This study explores the lived experiences and perceptions of fifteen participants enrolled in a private Islamic higher education institution in Aceh, Indonesia. Semi-structured interviews and focus group discussions were selected to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis with coding aligned to TPB constructs (attitudes, subjective norms, and perceived behavioral control) and engagement dimensions (behavioral, cognitive, and emotional) was applied. Additionally, this study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students’ engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.
PEMANFAATAN MEDIA DIGITAL CANVA DALAM LAYANAN BIMBINGAN KARIR UNTUK MENINGKATKAN PEMAHAMAN SISWA TENTANG STUDI LANJUTAN Fadhli, Teuku; Fitri, Muqarramah; Zainuddin, M.; Zahara, Zahara; Agistia, Nora
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i4.9787

Abstract

ABSTRACT Digital transformation in education requires innovation in career guidance services to better align with the characteristics of the digital generation. Services that remain predominantly informative and lack interactive visual elements may reduce student engagement and understanding of further study options. This study aims to examine the effectiveness of using Canva as a digital media tool to enhance Grade XII students’ understanding of post-secondary education choices at SMA Negeri 3 Unggul Sigli. The research employed a quantitative approach with a pre-experimental one-group pretest–posttest design involving 32 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, and were analyzed using a Paired Sample t-Test with SPSS version 27. The results indicated a significant increase in the mean score from 73.66 to 87.28 (Sig. < 0.05), with an N-Gain value of 0.83 (high category). These findings confirm that the use of Canva in career guidance services is effective in improving student engagement and understanding of further study options, and is relevant as a technology-based innovation in secondary school guidance services. ABSTRAK Transformasi digital dalam pendidikan menuntut inovasi pada layanan bimbingan karir agar lebih sesuai dengan karakteristik generasi digital. Layanan yang masih bersifat informatif dan minim visual interaktif berpotensi mengurangi keterlibatan serta pemahaman siswa tentang studi lanjut. Penelitian ini bertujuan menguji efektivitas penggunaan media digital Canva dalam meningkatkan pemahaman siswa kelas XII mengenai pilihan pendidikan pasca-SMA di SMA Negeri 3 Unggul Sigli. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest–posttest terhadap 32 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui angket skala Likert yang telah teruji validitas dan reliabilitasnya, kemudian dianalisis menggunakan Paired Sample t-Test dengan bantuan SPSS versi 27. Hasil penelitian menunjukkan peningkatan signifikan skor rata-rata dari 73,66 menjadi 87,28 (Sig. < 0,05) dengan nilai N-Gain sebesar 0,83 (kategori tinggi). Temuan ini menegaskan bahwa pemanfaatan Canva dalam layanan bimbingan karir efektif meningkatkan keterlibatan dan pemahaman siswa terhadap studi lanjut, serta relevan diterapkan sebagai inovasi layanan berbasis teknologi di sekolah menengah.
INTERVENSI BIMBINGAN KELOMPOK DENGAN PENDEKATAN RELAKSASI SEBAGAI STRATEGI PENGELOLAAN STRES SISWA FULL DAY SCHOOL Fitri, Muqarramah; Fadhli, Teuku; Zainuddin, M.; Maulida, Intan; Samudra, Lalu Ricky Untala
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v5i4.9853

Abstract

ABSTRACT Academic stress is a psychological condition that arises when students face high academic demands and limited time to complete various learning tasks. This phenomenon is often experienced by students who participate in the full-day school system due to the more intensive learning activities compared to the regular school system. This study aims to determine the effectiveness of group guidance with relaxation techniques in reducing academic stress among students implementing the full-day school system. This research employed a quantitative approach using a one group pre-test and post-test design involving 8 eleventh-grade students of SMAN 3 Unggul Sigli selected through purposive sampling. Data were collected using an academic stress questionnaire that had been tested for validity and reliability and were analyzed using the paired sample t-test with the assistance of SPSS version 22. The results showed an increase in the average score from 55.375 in the pre-test to 75.375 in the post-test with a significance value (sig. < 0.05), indicating a decrease in students’ academic stress levels after the implementation of group guidance with relaxation techniques. These findings indicate that the application of group guidance with relaxation techniques helps students manage emotional tension, improve self-control, and reduce the level of academic stress experienced during the full-day school learning system. Therefore, group guidance services with relaxation techniques can be used as an alternative intervention strategy in school counseling services to help students cope with academic stress more effectively. ABSTRAK Stres akademik merupakan kondisi psikologis yang muncul ketika peserta didik menghadapi tuntutan akademik yang tinggi serta keterbatasan waktu dalam menyelesaikan berbagai tugas pembelajaran. Fenomena ini sering dialami oleh siswa yang mengikuti sistem pembelajaran full day karena intensitas kegiatan belajar yang lebih padat dibandingkan dengan sistem sekolah reguler. Penelitian ini bertujuan untuk mengetahui efektivitas bimbingan kelompok dengan teknik relaksasi dalam mengurangi stres akademik pada siswa yang menerapkan sistem full day. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pre-test and post-test yang melibatkan 8 siswa kelas XI SMAN 3 Unggul Sigli yang dipilih secara purposive. Data dikumpulkan melalui angket stres akademik yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan uji paired sample t-test dengan bantuan SPSS versi 22. Hasil penelitian menunjukkan adanya peningkatan skor rata-rata dari 55,375 pada pre-test menjadi 75,375 pada post-test dengan nilai signifikansi (sig. < 0,05), yang menandakan adanya penurunan tingkat stres akademik setelah pemberian layanan bimbingan kelompok dengan teknik relaksasi. Temuan ini menunjukkan bahwa penerapan bimbingan kelompok dengan teknik relaksasi mampu membantu siswa mengelola ketegangan emosional, meningkatkan kemampuan mengontrol diri, serta menurunkan tingkat stres akademik yang dialami selama mengikuti sistem pembelajaran full day. Dengan demikian, layanan bimbingan kelompok dengan teknik relaksasi dapat digunakan sebagai alternatif strategi intervensi dalam layanan bimbingan dan konseling di sekolah untuk membantu siswa mengatasi stres akademik secara lebih efektif.
Co-Authors Abdillah, Rajus Sya’abi Adelia , Rizky Rindi Agistia, Nora Asyham, Dymas Adietya Diana, Novita Fauziah Fauziah Fitri, Muqarramah Hansyar, Ricky Muliawan Harahap, Annisa Ihsani Heri Fajri, Heri Junaidi Junaidi Lubis, Siti Rahayu M. Zainuddin Maulida, Intan MUHAMMAD ALI Muhammad Ichsan Muhammad Yahya Nuzula, Mukhsin PUTRI, SILVIA Rasyid, Harunnun Salat, Junaidi Samudra, Lalu Ricky Untala Wardani, Vera Zahara Zahara