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All Journal Jurnal Pendidikan (Teori dan Praktik) Jurnal Ilmiah Pendidikan dan Pembelajaran Edukasia: Jurnal Pendidikan dan Pembelajaran JP (Jurnal Pendidikan) : Teori dan Praktik
Rabuandika, Andi
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Bibliometric Analysis: Artificial Intelligence (AI) in High School Education Triansyah, Fadli Agus; Muhammad, Ilham; Rabuandika, Andi; Siregar, Kartika Dwi Pratiwi; Teapon, Nurhuda; Assabana, Mohammad Syahru
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 7 No. 1 (2023): Maret 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v7i1.59718

Abstract

One of the technologies that can be used in education is Artificial Intelligence (AI). Artificial intelligence (AI) is the ability of machines or computer programs to imitate or perform tasks that normally require human intelligence, such as decision-making, speech or image recognition, and problem-solving. The purpose of this research is to analyze publications related to Artificial Intelligence (AI) in Middle Schools and to describe the characteristics of this research. The method used is descriptive bibliometric analysis. The Scopus database is used to obtain the necessary data. The research results show that publications have increased from 9 in 2021 to 20 in 2020. Publications in 2010 have been cited more than any other year. China is the most influential country in this field. Most publications on Artificial Intelligence research applied to high school students are at the Q1 rank, namely 25 journals. New themes in this field are machine learning and deep learning. Artificial Intelligence has not been directly connected with some third clusters keywords such as Artificial Intelligence Literacy, computer science education, and conception.
Pemanfaatan AI dalam Pembelajaran Mandiri: Studi Fenomenologis Pengalaman Mahasiswa Magister di UNY Rabuandika, Andi; Pujiriyanto
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 1 (2025): Vol. 10 No. 1 (2025): Volume 10, Nomor 1, April 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n1.p1-13

Abstract

The rapid integration of Artificial Intelligence (AI) in education has reshaped self-directed learning (SDL), yet empirical insights into students’ experiences remain underexplored. This qualitative phenomenological study investigates master’s students’ experiences, awareness, and perceived meanings of AI-driven SDL at Yogyakarta State University. Data from in-depth interviews with nine participants revealed three core themes: (1) AI-enhanced efficiency and personalized learning, (2) awareness of AI’s benefits (e.g., accessibility) and limitations (e.g., accuracy, dependency risks), and (3) the dual impact of AI on critical thinking and ethical concerns. While students leveraged AI for task management and information access, they emphasized the necessity of cross-verifying AI-generated content and maintaining academic autonomy. Challenges included reduced deep engagement and potential over-reliance on technology. The study highlights the imperative for balanced AI integration in higher education, advocating for ethical guidelines, educator training, and adaptive curricula that harmonize technological innovation with critical literacy development. These findings inform strategies to optimize AI’s educational potential while safeguarding academic rigor and student agency, offering a framework for institutions navigating the digital transformation of learning.
Pemanfaatan AI dalam Pembelajaran Mandiri: Studi Fenomenologis Pengalaman Mahasiswa Magister di UNY Rabuandika, Andi; Pujiriyanto
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 1 (2025): Vol. 10 No. 1 (2025): Volume 10, Nomor 1, April 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n1.p1-13

Abstract

The rapid integration of Artificial Intelligence (AI) in education has reshaped self-directed learning (SDL), yet empirical insights into students’ experiences remain underexplored. This qualitative phenomenological study investigates master’s students’ experiences, awareness, and perceived meanings of AI-driven SDL at Yogyakarta State University. Data from in-depth interviews with nine participants revealed three core themes: (1) AI-enhanced efficiency and personalized learning, (2) awareness of AI’s benefits (e.g., accessibility) and limitations (e.g., accuracy, dependency risks), and (3) the dual impact of AI on critical thinking and ethical concerns. While students leveraged AI for task management and information access, they emphasized the necessity of cross-verifying AI-generated content and maintaining academic autonomy. Challenges included reduced deep engagement and potential over-reliance on technology. The study highlights the imperative for balanced AI integration in higher education, advocating for ethical guidelines, educator training, and adaptive curricula that harmonize technological innovation with critical literacy development. These findings inform strategies to optimize AI’s educational potential while safeguarding academic rigor and student agency, offering a framework for institutions navigating the digital transformation of learning.
Augmented Reality Research in Middle Schools: Bibliometric Review Triansyah, Fadli Agus; Mitrayana, Mitrayana; Yanti, Fitri; Rabuandika, Andi; Muhammad, Ilham
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.268

Abstract

Augmented Reality is a technology that helps 3D virtual objects to be viewed interactively in the real world. Implementing Augmented Reality into the learning process has a great opportunity to get various benefits. The purpose of this study is to capture research landscapes related to Augmented Reality in high school learning from 2009 to 2023. The method used is bibliometric analysis. The database used in collecting the necessary related information is the Scopus database. Augmented Reality research publications in secondary schools from 2009 to 2023 have experienced an increase in recent years. The highest number of citations was in 2013. The United States and China are the most influential countries in this field. The focus of research related to Augmented Reality in secondary schools is 1) technology, motivation, and environment; 2) games and interests; 3) achievement and development. The keyword Augmented Reality is not directly related to science learning. The game keywords are not directly related to the outcomes keywords. This novelty can be useful for further research examining a theme similar to this research. The new themes related to this field are science learning, mathematics education, concepts, and spatial abilities.
Co-Authors Assabana, Mohammad Syahru Fitri Yanti Ilham Muhammad Mitrayana - Pujiriyanto . Siregar, Kartika Dwi Pratiwi Teapon, Nurhuda Triansyah, Fadli Agus