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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen DWIJA CENDEKIA: Jurnal Riset Pedagogik JTP - Jurnal Teknologi Pendidikan MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Ilmu Pendidikan Nasional GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pendidikan Progresif EL-FUSHA Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Variable Research Journal
Julham Hukom
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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WEBINAR STUDI META-ANALISIS: LANGKAH AWAL MEMAHAMI RISET BERBASIS BUKTI Hukom, Julham; Irfan; Isnaeni; Ikram, Muhammad; Perdana, Dyah Adila
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 06 (2025): NOVEMBER 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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

Abstract

Studi meta-analisis merupakan pendekatan riset berbasis sintesis bukti yang penting dikuasai oleh sivitas akademika, khususnya dosen dan mahasiswa yang terlibat dalam kegiatan penelitian. Namun, keterbatasan pemahaman terhadap konsep dan tahapan teknis pelaksanaannya masih menjadi tantangan, terutama bagi pemula. Kegiatan pengabdian ini bertujuan untuk memberikan pengenalan awal tentang studi meta-analisis melalui webinar interaktif yang dilaksanakan secara daring pada 24 Juli 2025. Kegiatan ini diikuti oleh 115 peserta dari berbagai perguruan tinggi dan diselenggarakan oleh Tiga Edukasi Global (Tiglo). Materi yang disampaikan meliputi pengantar konsep meta-analisis, tahapan prosedural, serta diskusi interaktif mengenai aplikasi praktis dan tantangan metodologis. Evaluasi dilakukan melalui kuesioner daring untuk mengukur pemahaman dan kepuasan peserta. Hasil menunjukkan bahwa 89% peserta merasa puas terhadap pelaksanaan kegiatan dan 86% memperoleh pemahaman baru terkait langkah-langkah dasar studi meta-analisis. Kegiatan ini terbukti efektif dalam membangun literasi riset berbasis bukti dan mendorong minat peserta untuk mendalami metode meta-analisis lebih lanjut. Kegiatan ini juga membuka peluang pengembangan pelatihan lanjutan berbasis praktik untuk memperkuat kapasitas riset akademik di lingkungan perguruan tinggi.
Model Integrasi Feedback Digital Berbasis AI untuk Pembelajaran Berorientasi Kompetensi Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 4 (2025): IDENTIK - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i4.925

Abstract

The use of artificial intelligence (AI) to provide digital feedback is growing and offers significant opportunities to improve the quality of competency-oriented learning. This article aims to analyze an AI-based digital feedback integration model through an in-depth literature review, examining the role of AI in generating automated, high-precision, adaptive, and data-driven feedback. The study results indicate that AI-based feedback systems can accelerate the formative assessment cycle, improve the accuracy of diagnosing learning difficulties, and facilitate mastery learning by providing personalized learning recommendations. Furthermore, AI contributes to the development of cognitive competencies through the analysis of conceptual understanding, affective competencies through monitoring motivation and engagement, and psychomotor competencies through gesture-based, video-based, or simulation-based performance analysis. This article also formulates an AI-based digital feedback integration model that combines components of learning analytics, competency gap detection, adaptive recommendations, and continuous feedback loops. This study confirms that integrating AI into feedback mechanisms can be a crucial pedagogical strategy for improving learning effectiveness and ensuring more comprehensive competency achievement.
Integrasi Teori Konstruktivisme dalam Desain Multimedia Pembelajaran Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 5 (2025): IDENTIK - September
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i5.926

Abstract

The integration of constructivist theory into multimedia learning design is a crucial approach to improving the quality of learning processes in higher education. This literature review article analyzes the principles of multimedia learning, their relevance to constructivist theory, design integration models, impacts on student learning outcomes, and implementation challenges. The study was conducted through a systematic review of academic literature published between 2000 and 2024, with an emphasis on publications in the last five years. The results indicate that multimedia design principles such as dual-channel, contiguity, coherence, and guided discovery are strongly relevant to constructivism, which emphasizes active engagement, exploration, and knowledge construction. Integrating the two principles results in multimedia designs that support conceptual understanding, problem-solving, learning motivation, and higher-order thinking skills. However, successful implementation is strongly influenced by the lecturer's pedagogical readiness, technological skills, content suitability, and potential cognitive load constraints. These findings underscore the importance of a focused and theory-based design approach to producing effective and meaningful multimedia learning. This article also offers directions for further research related to artificial intelligence-based adaptive multimedia, digital collaborative design, and long-term evaluation of the effectiveness of constructivist multimedia.
Peran Feedback Digital dalam Meningkatkan Kualitas Pembelajaran Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 6 (2025): IDENTIK - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i6.927

Abstract

The development of educational technology has introduced increasingly diverse and interactive forms of digital feedback, significantly impacting the quality of student learning. This article aims to analyze the role of digital feedback from three main perspectives: behaviorist, cognitive, and constructivist. Using a literature review approach, this article integrates recent research findings to explain the concept, characteristics, and pedagogical power of digital feedback in managing learning behavior, facilitating cognitive processes, and supporting knowledge construction. The results and discussion indicate that digital feedback functions to strengthen learning responses and habits from the behaviorist perspective, enhance information processing and reduce cognitive load from the cognitive perspective, and facilitate reflection, collaboration, and meaningful learning from the constructivist perspective. This analysis confirms that the effectiveness of digital feedback is highly dependent on design accuracy, information clarity, and appropriateness to student characteristics. This article provides important implications for educators and learning media developers in designing digital feedback systems that are more adaptive, informative, and centered on student learning needs.
Meta-Analisis Pendekatan Active Learning dalam Pembelajaran Balaghah: Analisis Overall Effect Size dan Heterogenitas Ulum, Fatkhul; Muthmainnah, Sitti; Irfan, Irfan; Hukom, Julham
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2025 : PROSIDING EDISI 7
Publisher : Seminar Nasional LP2M UNM

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Abstract

Abstrak. Banyak penelitian melaporkan bahwa pendekatan active learning memilki efek yang signifikan terhadap pembelajaran balaghah dibandingkan pendekatan pembelajaran tradisional. Namun demikian, laporan-laporan terkait efektivitas pendekatan active learning pada pembelajaran balaghah cukup heterogen. Penelitian ini bertujuan untuk mengevaluasi efektivitas penerapan pendekatan active learning dalam pembelajaran balaghah dibandingkan dengan pendekatan pembelajaran tradisional. Penelitian ini menggunakan metode meta-analisis group contrast untuk menjawab tujuan penelitian ini. Delapan belas sampel penelitian (k = 18) yang memenuhi kriteria inklusi dimasukan dalam meta-analisis ini. Hasil analisis dengan model estimasi random-effect menunjukkan bahwa penerapan pendekatan active learning memiliki efek yang lebih signifikan dalam pembelajaran balaghah jika dibandingkan dengan pendekatan pembelajaran tradisional, dengan nilai effect size gabungan berada pada kategori efek besar (g = 1,15; p < 0,05). Selain itu, hasil analisis faktor moderator menunjukan bahwa besar kecilnya pengaruh pendekatan active learning pada pembelajaran balaghah dipengaruhi oleh faktor tipe pendekatan active learning (Qb = 64.17; P < 0.05). Temuan ini dapat dijadikan sebagai bukti kuat dalam mendesain pembelajaran aktif yang lebih optimal dalam pembelajaran balaghah.Kata Kunci: Active Learning, Pembelajaran Balaghah, Effect Size, Heterogenitas, Meta-Analisis
Kritik terhadap Praktik Asesmen Formatif di Sekolah Dasar: Implementasi, Kendala, dan Solusi Penguatan Hukom, Julham
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 2 (2025): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.932

Abstract

This study aims to critique formative assessment practices in elementary schools by examining their implementation, obstacles, and relevant strengthening solutions to improve learning effectiveness. Using a critical review approach to empirical research and literature from the past five years, this study found that formative assessment at the elementary school level has been implemented, but it has not fully aligned with the principles of continuous assessment that provide meaningful feedback to students. Teachers tend to use formative assessment as a one-time measurement tool, rather than as a reflective process integrated with learning. The main obstacles identified include limited teacher assessment competencies, high workloads, inconsistent feedback quality, and minimal institutional support for developing a culture of reflection. This study recommends strengthening through increasing assessment literacy, optimizing supporting technology, developing professional communities of practice, and establishing school policies that emphasize the importance of formative assessment as part of authentic learning. These findings underscore the urgency of repositioning formative assessment as a primary pedagogical strategy to encourage student engagement and holistic development.
Inflasi Istilah dalam Kebijakan Pendidikan: Kritik terhadap Produksi Terminologi Baru dalam Kurikulum Indonesia Hukom, Julham
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.936

Abstract

This article examines the phenomenon of term inflation in Indonesian curriculum policy, particularly the Independent Curriculum (Kurikulum Merdeka), which is characterized by the widespread production of new terminology without adequate conceptual clarity. The research uses a critical review method based on document analysis and scientific literature to examine how these terms are formulated, adopted, and practiced by stakeholders, particularly teachers. The results show that term inflation often creates ambiguity and a lack of synchronization between policy documents, thus hindering consistent curriculum implementation. Furthermore, teachers face administrative burdens, adaptation pressures, and a tendency to interpret new terms in a formalistic manner due to the lack of stable operational guidelines. This phenomenon not only burdens teachers but also has the potential to undermine the quality of the pedagogical transformation expected from curriculum reform. This article emphasizes that terminology changes must be embedded within a more consistent, coherent, and long-term policy framework so that they do not hinder but instead strengthen educational practices in schools.
Co-Authors ABDUL MANAF Abdul Manaf Abdul Manaf Abdulnassir Yassin Adha Kurnianti Akmal Akmal Ali Muhtadi Andromeda Valentino Sinaga Aris Susanto Ariyadi Wijaya Arsal, Ulfah Widyastuti As'ary, Muawwal Al Bagus Purnomo Bugis, Halima Cahyani, Izza Alfina Diana Samal Dinar Riaddin Dona Ningrum Mawardi Eka Zuliana Endang Sulistyowati Endang Sulistyowati Enung Mariah, Enung Faradillah Rusliana Fatkhul Ulum Gamar Assagaf Handaru, Calista Haruna, Haruna Abubakar Hikmatul Lailaa Huda, Mokhammad Miftakhul Ikram, Muhammad Imaroh, Yunianti Risma Isnaeni Isnaeni Isnaeni Kamsurya, Marwa Astriani Mariana Mariana Martaputri, Nurul Aulia Marwa Astriani Kamsurya Masita Taufiqi Kholida MMSI Irfan ,S. Kom Muhtadi, Ali Aulia Nisrina Nisrina Nurhayati Nurhayati Nursalam Nursalam Nurul Aulia Martaputri Patma Sopamena Perdana, Dyah Adila Pujiriyanto . Purnomo, Bagus Rahmi Ramadhani Ratau, Asria Rimma Sianipar Ruhul Kudus Samal, Diana Samal, Diana Aulia Samritin Sembiring, Rinawati Siti Irene Astuti Dwiningrum Sitti Muthmainnah SRY WAHYUNI, SRY Sujarwo Sujarwo Syafir, Muhammad Isnawan Wagola, Wa Nurmin Yanuar, Fahd Sjarifain Zaum, Syahrul