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All Journal JKI (Jurnal Konseling Indonesia) Academy of Education Journal Jurnal Pengabdian Papua Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Educational Research Excellence (IJERE) International Journal of Community Service (IJCS) Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service
Musa Hefer Smas
Universitas Cenderawasih Papua
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Analysis of the Use of GPT Chat to Improve Student Performance Jumriah Jumriah; Eneng Sri Susilawati; Eka Supriatna; Musa Hefer Smas; Ira Arini
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): 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.v5i1.725

Abstract

An AI-powered system that enables text-based conversational interactions, the Generative Pre-training Transformer (GPT). GPT has various functions, including language translation, providing recommendations, increasing productivity, and assisting in education. The benefits of using GPT in education include personalized learning, accessibility, interactive learning resources, and assistance with assignments and problem solving. However, there are limitations to using GPT Chat, such as its limited understanding, inability to replace creative work, and its tendency to provide inaccurate answers. Additionally, it cannot differentiate between fact and opinion, and requires a stable internet connection. While Chat GPT can be useful for instant data retrieval, summaries, and other research tasks, it should not be relied upon as a replacement for manual research processes. Continuing ongoing research and development is crucial to maximize the benefits of using Chat GPT while overcoming existing challenges.
Mentoring Elementary School Teachers' Competency Enhancement in Utilizing Digital Platforms and Interactive Content for Kurikulum Merdeka Implementation in Rural Areas Mustamin, Kaso; Karmila, Mila; Sukmayadi, Dodi; Smas, Musa Hefer; Winarko, Triyugo
International Journal of Community Service (IJCS) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i2.1621

Abstract

This qualitative research investigates the effectiveness of a mentoring program designed to enhance elementary school teachers' competency in utilizing digital platforms and interactive content for implementing Kurikulum Merdeka in rural Indonesian areas. The study employed a comprehensive mentoring approach focusing on the Platform Merdeka Mengajar and interactive digital content creation to address the digital divide in rural education. Twenty elementary school teachers from remote areas participated in a 12-week structured mentoring program. Data collection utilized in-depth interviews, focus group discussions, participant observations, and document analysis. The findings reveal significant improvements in teachers' digital literacy, confidence in technology integration, and student engagement levels. Pre-mentoring assessment showed 65% of teachers had low digital literacy, which improved substantially post-intervention with 100% satisfaction rates among participants. Key challenges identified included limited internet connectivity, inadequate hardware, and insufficient technical training, which were addressed through innovative solutions including mobile hotspot sharing, device lending systems, and peer mentoring networks. The study demonstrates that systematic mentoring programs can effectively bridge the digital competency gap among rural teachers, enabling successful Kurikulum Merdeka implementation despite infrastructure limitations. This research contributes to understanding professional development strategies for educational transformation in underserved regions.
Integrating Digital Literacy in Secondary Education: A Comparative Analysis of Effective Teaching Strategies Across Asia Apriyanto, Apriyanto; Albadri, Albadri; Hasnah, Sitti; Nugroho, Agung Yuliyanto; Smas, Musa Hefer
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.508

Abstract

This research project examines the ways in which digital literacy is incorporated into the secondary education curriculum in various Asian countries. This study aims to investigate the comparative teaching strategies employed with the aim of enhancing students' digital competencies. Qualitative research methods were employed to obtain data through in-depth interviews, document analysis and participatory observation in secondary schools in five Asian countries: Indonesia, Singapore, India, South Korea and Japan. The findings indicate that technology-based strategies, teacher training and national policies play an instrumental role in the successful integration of digital literacy. The research validates that a comprehensive approach to the incorporation of digital literacy in secondary education in Asia necessitates an interwoven combination of pedagogical strategies, conducive policies and robust technological infrastructure. The insights gained from this research are invaluable for the formulation and refinement of an inclusive and effective digital literacy curriculum.
Analysis of the Effectiveness of Collaborative Learning in Enhancing Academic Achievement in Junior High Schools Sappaile, Baso Intang; Mokay, Meggy Merlin; Supendi, Dede; Smas, Musa Hefer; Rais, Rinovian
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i1.925

Abstract

Collaborative learning has gained significant attention as an effective pedagogical approach in fostering academic achievement and 21st-century skills among students. This study aims to analyze the effectiveness of collaborative learning in improving student outcomes at the junior high school level. Employing a qualitative research design, this article synthesizes findings from recent studies published within the last five years to explore how collaborative learning impacts academic performance, engagement, and skill development. The analysis reveals that collaborative learning enhances students' academic outcomes by promoting deeper comprehension and critical thinking through peer interaction and cooperative problem-solving. Furthermore, it increases student engagement and motivation by creating participatory and interactive learning environments. Beyond academic benefits, collaborative learning also develops essential skills such as communication, teamwork, and adaptability, which are crucial for success in the 21st century. However, challenges such as unequal participation within groups and the need for effective teacher facilitation remain key barriers to its implementation. This study discusses strategies to address these challenges, including designing tasks that foster positive interdependence, providing clear roles within groups, and leveraging technology to enhance collaboration. The findings underscore the transformative potential of collaborative learning in junior high schools while highlighting areas for improvement and further research. By integrating collaborative learning effectively into classroom practices, educators can create meaningful learning experiences that prepare students for academic success and future professional demands.
Kajian Genolinguistik dalam Analisis Kesalahan Penggunaan Ejaan Bahasa Tulis di Media Sosial Facebook Musa Hefer Smas; Meggy Merlin Mokay
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): 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.v3i3.173

Abstract

This study aims to look at the study of genolinguistics in spelling mistakes on Facebook as a social media. The research method used is a case study. This research uses orthographic data analysis techniques. The determining orthographic data analysis technique is to see what is right and wrong. The results of the study (1) found that some of the Papuan generation made mistakes in writing vocabulary on Facebook by subtracting and adding the letters h, n, g (n/g). The results of the identification of errors in writing the letters h, n and g in the status vocabulary on Facebook, found that there were 101 vocabularies for the letter h and 62 vocabularies for the letter g (ng or). (2) Errors in writing the letters h, n and g (ng or) occur because of the influence of the innate nature of language that becomes a habit. Writing errors that become a habit in written language on social media status are influenced by Genetics of Family Relations, Social Kinship Association, Domicile Region and Regional Language Dialect Interference, Papuan Malay Language Variety Interference, and Educational Level. (3) The innate nature that has become a habit of spoken language into written language. Some generations of Papuans often do the pronunciation by reducing and adding the sounds of the letters h, n and g (ng/ŋ).
Analysis of the Use of GPT Chat to Improve Student Performance Jumriah, Jumriah; Susilawati, Eneng Sri; Supriatna, Eka; Smas, Musa Hefer; Arini, Ira
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): 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.v5i1.725

Abstract

An AI-powered system that enables text-based conversational interactions, the Generative Pre-training Transformer (GPT). GPT has various functions, including language translation, providing recommendations, increasing productivity, and assisting in education. The benefits of using GPT in education include personalized learning, accessibility, interactive learning resources, and assistance with assignments and problem solving. However, there are limitations to using GPT Chat, such as its limited understanding, inability to replace creative work, and its tendency to provide inaccurate answers. Additionally, it cannot differentiate between fact and opinion, and requires a stable internet connection. While Chat GPT can be useful for instant data retrieval, summaries, and other research tasks, it should not be relied upon as a replacement for manual research processes. Continuing ongoing research and development is crucial to maximize the benefits of using Chat GPT while overcoming existing challenges.
Bridging The Digital Divide: The Effectiveness Of Gadget Provision Programs And Digital Literacy Training For Marginalized Students In Improving Access And Learning Outcomes (A Longitudinal Study) Handayani, Tri; Wajnah; Hidayati, Andi; Smas, Musa Hefer; Rukiyanto, Bernardus Agus
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3289

Abstract

The digital divide remains a significant barrier to equitable educational access in developing nations, particularly affecting marginalized students in underserved regions. This longitudinal qualitative study examines the effectiveness of a device provision and digital literacy training program implemented across three schools in rural Indonesia over an 18-month period. Utilizing semi-structured interviews with 45 students and 18 educators, combined with classroom observations and document analysis, this research employs thematic analysis to identify how coordinated hardware provision and pedagogical training influence student learning access and academic outcomes. Key findings reveal that device provision alone demonstrates limited efficacy; however, when coupled with structured digital literacy training and teacher professional development, significant improvements emerge in student engagement (73% increase), digital skill competencies (average gain of 2.4 proficiency levels), and learning outcomes (28% improvement in academic performance). The study identifies critical success factors including sustained teacher training, contextual curriculum adaptation, and family literacy support. Findings suggest that addressing the digital divide requires multifaceted approaches beyond infrastructure investment, emphasizing the need for integrated educational interventions that consider local socioeconomic contexts and teacher capacity. This research contributes to evidence-based policy recommendations for equitable technology integration in marginalized educational settings.
Co-Authors Abda Abda Albadri, Albadri Aleda Mawene Apriyanto, Apriyanto Arini, Ira Asesor, Siti Ayu Ardiani, Reni Suwenti, Gasam Tarmon, Faiz Fauzan Muhajir, Eneng Sri Susilawati Baso Intang Sappaile, Baso Intang Daniel Happy Putra Dodi Sukmayadi Eka Supriatna Eka Supriatna Hanafiah Hanafiah, Hanafiah Hidayati, Andi Ira Arini Jumriah Jumriah Jumriah, Jumriah Meggy Merlin Mokay Mila Karmila Mokay, Meggy Merlin Mustamin, Kaso Natalia Horota Nugroho, Agung Yuliyanto Nursyam, Aisyah Rais, Rinovian Rukiyanto Rukiyanto, Rukiyanto Sitti Hasnah Supendi, Dede Susilawati, Eneng Sri Tri Handayani Triyugo Winarko, Triyugo Wajnah