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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 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 Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN) Pengabdian Masyarakat (DIMASY) Jurnal Pendidikan Progresif EL-FUSHA Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal Ilmu Bimbingan dan Konseling (BIKOLING) Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM) Variable Research Journal Jurnal Ilmu Agama Indonesia (JIGAMNA) Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
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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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

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

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.
Meta-Analisis investigasi model kelas terbalik pada keterampilan berpikir tingkat tinggi (HOTS) siswa matematika: Analisis efek gabungan dan heterogenitas Mawardi, Dona Ningrum; Sulistyowati, Endang; Hukom, Julham
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 10 No 1 (2024): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v10i1.22296

Abstract

Penelitian ini bertujuan untuk menguji keefektifan model flipped classroom terhadap kemampuan berpikir tingkat tinggi (HOTS) siswa pada mata pelajaran matematika. Metode penelitian menggunakan meta-analisis. Sampel dalam penelitian ini adalah 18 penelitian primer yang memenuhi kriteria inklusi yang ditentukan. Analisis data dilakukan dengan menggunakan perangkat lunak meta-analisis komprehensif (CMA). Hasil analisis menggunakan pendekatan random-effect menunjukkan bahwa effect size gabungan adalah (g = 1.82; p < 0.01) (Efek sangat Besar). Hal ini menunjukkan bahwa penerapan model flipped classroom memberikan pengaruh yang besar terhadap HOTS matematika siswa jika dibandingkan dengan model pembelajaran tradisional. Hasil analisis variabel moderator menunjukkan bahwa pengaruh penerapan model flipped class terhadap HOTS matematika siswa berbeda secara signifikan berdasarkan variabel tipe publikasi (Qb = 7.94; p = 0.01). Namun tidak berbeda nyata berdasarkan variabel tingkat pendidikan (Qb = 7.45; p = 0.06), kapasitas kelompok eksperimen (Qb = 0.29; p = 0.62), dan tahun publikasi (Qb = 0.21; p = 0.64). Temuan-temuan tersebut dapat menjadi dasar pemilihan model pembelajaran matematika sehingga kualitas pembelajaran matematika dengan menggunakan model flipped classroom dapat ditingkatkan
Pendidikan Moderasi Beragama di Sekolah: Kajian Literatur tentang Konsep, Implementasi, dan Tantangannya Julham Hukom
Jurnal Ilmu Agama Indonesia Vol. 2 No. 1 (2026): JIGAMNA - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jigamna.v2i1.1497

Abstract

Religious moderation education has become an important agenda in the national education system in Indonesia, especially in the context of maintaining social harmony amid increasing religious diversity. This study aims to examine the concept of religious moderation education, its implementation in schools, and the challenges faced in practice through a literature study approach. The results of the study show that religious moderation education rests on four main pillars: national commitment, tolerance, anti-violence, and accommodation to local wisdom. Implementation in schools requires an integrated approach through curriculum, learning methods, and school culture. The main challenges include limited competency of educators, lack of adequate instructional materials, and socio-cultural resistance in certain communities. This article concludes that religious moderation education needs to be implemented systematically and collaboratively between the government, educational institutions, and the community.
Kompetensi Teknologi-Pedagogi-Konten (TPACK) Guru Bahasa Arab di Era Digital: Meta-Sintesis Julham Hukom
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.1490

Abstract

The success of technology integration in Arabic language teaching depends not merely on device availability, but on teachers' competence in synergistically combining technological, pedagogical, and content knowledge—known as Technological Pedagogical Content Knowledge (TPACK). Although the TPACK framework has been widely studied in general education, reviews specifically synthesizing its application among Arabic language teachers remain limited. This meta-synthesis aims to integrate and interpret findings from empirical studies on Arabic language teachers' TPACK to produce a more comprehensive understanding. A systematic search was conducted across Google Scholar, Scopus, Web of Science, and ERIC for the period 2019–2025. Of 193 articles identified, 18 studies met the inclusion criteria and were analyzed using Noblit and Hare's (1988) meta-ethnographic approach. Analysis yielded four synthetic themes: (1) the TPACK profile of Arabic language teachers which still needs improvement, particularly in TK and integrated TPACK components; (2) contextual factors shaping TPACK, including teaching experience, self-confidence, and institutional support; (3) the COVID-19 pandemic as an accelerator and test of teachers' TPACK; and (4) effective TPACK development strategies through practice-based training and professional learning communities. This meta-synthesis contributes a contextual TPACK framework for Arabic language teachers and formulates implications for teacher education and school policy.
Teknologi Pembelajaran dalam Bimbingan dan Konseling: Perkembangan, Implementasi, dan Tantangan Etis di Era Digital Julham Hukom
Jurnal Ilmu Bimbingan dan Konseling Vol. 3 No. 1 (2026): BIKOLING - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/bikoling.v3i1.1496

Abstract

The rapid advancement of digital technology has significantly transformed the landscape of guidance and counseling (BK) services, both in school settings and higher education. This article presents a systematic literature review examining the development of learning technology in the field of guidance and counseling in Indonesia and globally, including its implementation forms, benefits, and ethical challenges. Using a library research approach, this study analyzed 15 primary sources published between 2013 and 2025 from accredited national and international journals. The review reveals that the implementation of technology in BK services has evolved from the use of basic ICT tools (email, telephone) to more sophisticated forms such as cybercounseling, e-counseling via videoconferencing platforms, and the integration of Artificial Intelligence (AI)-based chatbots. Evidence suggests that technology-mediated counseling services increase access, eliminate geographical barriers, and can be effective in addressing academic problems, anxiety, and other psychological issues. However, several significant challenges persist, including data privacy and security concerns, the risk of losing humanistic relational elements in the counseling relationship, limited digital literacy among counselors, unequal access to digital infrastructure, and unresolved ethical and professional regulatory issues. This article concludes with recommendations for counselors and institutions to adopt a balanced approach by positioning technology as a complementary tool that supports, rather than replaces the human dimension of counseling services.
Workshop Pemanfaatan Notebooklm AI Dalam Pengembangan Media Pembelajaran Bahasa Arab Julham Hukom; Irfan; Fatkhul Ulum; Dyah Adila Perdana; Fauziah Bachtiar
Jurnal Pengabdian Kepada Masyarakat Multi Disiplin Vol. 3 No. 2 (2026): JUPENGEN - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jupengen.v3i2.1500

Abstract

The integration of artificial intelligence (AI) in higher education requires a structured training program so that prospective teacher students are able to utilize the technology optimally. This activity aims to hold a workshop on the use of AI NotebookLM, organized by Smart Edu Vision in collaboration with the Arabic Language Education Study Program at UNM on March 5, 2026. The results of the PkM activity showed a success rate of 85%, where 72.7% of participants achieved an A grade and 27.3% a B grade. A comparative analysis of pre- and post-workshop competency achievements showed a significant increase in all indicators, especially NotebookLM mastery (from a score of 1.8 to 4.5 on a scale of 5). This activity proves that the experiential learning approach based on direct demonstrations is effective in increasing AI literacy among prospective Arabic language teacher students.
Co-Authors Abdul Manaf Abdul Manaf ABDUL MANAF Abdulnassir Yassin Adha Kurnianti Akmal Ali Muhtadi Andromeda Valentino Sinaga Aris Susanto Ariyadi Wijaya Arsal, Ulfah Widyastuti As'ary, Muawwal Al Bagus Purnomo Baiq Raudatussolihah Bugis, Halima Cahyani, Izza Alfina Diana Samal Dinar Riaddin Dyah Adila Perdana Eka Zuliana Endang Sulistyowati Endang Sulistyowati Enung Mariah, Enung Faradillah Rusliana Fatkhul Ulum Fauziah Bachtiar Gamar Assagaf Handaru, Calista Haruna, Haruna Abubakar Hikmatul Lailaa Huda, Mokhammad Miftakhul Ikram, Muhammad Imaroh, Yunianti Risma Irfan Irfan Isnaeni Isnaeni Isnaeni Kamsurya, Marwa Astriani Mariana Mariana Martaputri, Nurul Aulia Marwa Astriani Kamsurya Masita Taufiqi Kholida Mawardi, Dona Ningrum 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 D Sitti Muthmainnah SRY WAHYUNI, SRY Sujarwo Sujarwo Syafir, Muhammad Isnawan Wagola, Wa Nurmin Yanuar, Fahd Sjarifain Zaum, Syahrul