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All Journal Jurnal Teknologi Pendidikan Madrasah Pedagogik Journal of Islamic Elementary School Jurnal Basicedu Journal of English Language and Education Journal of Instructional and Development Researches Jurnal Basicedu Jurnal Bimbingan dan Konseling Pandohop Al-Irsyad: Journal of Education Science Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Research and Innovation in Applied Linguistics
Suhrah, Suhrah
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Religion Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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TRANSFORMASI PEMBELAJARAN BERBASIS TEKNOLOGI DIGITAL TERHADAP CAPAIAN AKADEMIK SISWA: TINJAUAN LITERATUR PENDIDIKAN Amin S, Muh; Suhrah, Suhrah; Yasril, Nurfuadi; Rahasmi, Dian; Idris, Muthahharah
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Januari 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.700

Abstract

Transformasi pembelajaran berbasis teknologi digital telah mengubah desain pembelajaran, peran guru, dan proses belajar siswa dalam pendidikan modern. Berbagai kajian mutakhir menunjukkan bahwa pemanfaatan teknologi digital tidak selalu sejalan dengan peningkatan capaian akademik, sebagaimana tercermin pada hasil Tes Kemampuan Akademik (TKA) tahun 2025. Namun demikian, kajian literatur yang secara khusus mensintesis hubungan antara transformasi pembelajaran berbasis teknologi digital dan capaian akademik siswa dalam konteks fenomena pendidikan terkini masih terbatas. Sehingga artikel ini bertujuan mengkaji secara komprehensif temuan penelitian dan pandangan ahli mengenai pembelajaran digital serta implikasinya terhadap capaian akademik siswa. Penelitian menggunakan metode literature review dengan menganalisis publikasi ilmiah periode 2015–2025 dari sumber nasional dan internasional bereputasi. Hasil kajian menunjukkan bahwa capaian akademik siswa dalam pembelajaran digital dipengaruhi oleh kualitas integrasi pedagogis teknologi, kompetensi guru, kesiapan dan karakteristik siswa, serta dukungan infrastruktur dan kebijakan pendidikan. Dampak pembelajaran digital bersifat kontekstual, berpotensi meningkatkan hasil belajar jika diintegrasikan secara pedagogis, namun juga berisiko memperlebar kesenjangan akademik apabila diterapkan tanpa dukungan sistemik. Kajian ini merekomendasikan penguatan desain pembelajaran digital berbasis pedagogi, peningkatan kompetensi guru, pengembangan kemandirian belajar siswa, serta kebijakan pendidikan yang berorientasi pada pemerataan akses teknologi.
Improving Grammar Accuracy in Contextual Writing Tasks Using AI Feedback Systems: A Study of EFL Learners at Science University of Al Mawaddah Warrahmah Kolaka Ningzi, Vill Janna; Aulia, Andi Nurul; Suhrah, Suhrah; Rahmi, Rahmi; Idris, Muthahharah
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2006

Abstract

This study examined the effectiveness of artificial intelligence (AI) feedback systems in improving grammatical accuracy in contextual writing tasks among English as a Foreign Language (EFL) learners. Thirty undergraduate students from twelve different study programs at Universitas Sains Islam Al Mawaddah Warrahmah Kolaka participated in this research as part of a general English course. Using a mixed-methods quasi-experimental design with pretest-posttest control group framework, this study compared the effectiveness of AI-driven feedback (via Grammarly) versus conventional teacher feedback in improving grammatical accuracy within authentic writing contexts. Data were collected through written assignments, error analysis, and student perception interviews. Results demostrated that students receiving AI feedback demonstrated statistically significant improvements in grammatical accuracy (M = 82.5, SD = 6.3) compared to the control group (M = 74.3, SD = 7.1), with p 0.001. Notably, AI systems excelled at detecting and correcting morphosyntactic errors, subject-verb agreement violations, and determiner misuse. Qualitative findings revealed that students perceived AI feedback as immediate, non-judgmental, and conducive to self-correction and engagement. However, students also expressed concerns about over-reliance on automated tools. This research suggested that a hybrid approach integrating AI feedback with traditional instructor guidance offers optimal outcomes for developing grammatical competence in contextual writing. Pedagogical implications include leveraging AI tools as formative assessment instruments alongside explicit grammar instruction and peer review mechanisms.Keywords: AI feedback systems, grammatical accuracy, contextual writing, EFL learners, and automated writing evaluation.
Co-Authors Amin S, Muh Angraeni, Nia Anisahria, Anisahria Aulia, Andi Nurul Bau Ratu Dahniar Dahniar fatimah, sitti ayu Ibrahim, Nur Aisah Idris, Muthahharah Juspaningsih, Juspaningsih karman karman Muhammad Akbar Munirah Munirah Netty Huzniati Andas, Netty Huzniati Ningzi, Vill Janna Rahasmi, Dian Rahmi Rahmi Reski, Pilu Suhaela Suhaela, Suhaela Sulfasyah Sulfasyah, Sulfasyah Yasril, Nurfuadi