Article Per Year (5 Year)
p-Index From 2021 - 2026
2.87
P-Index
This Author published in this journals
All Journal Sinergi SOCIETAL Sawwa: Jurnal Studi Gender Masyarakat, Kebudayaan dan Politik Vitruvian : Jurnal Arsitektur, Bangunan, dan Lingkungan Shautut Tarbiyah ETNOREFLIKA: Jurnal Sosial dan Budaya Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) CALGOVS (LOCAL POLITIC AND GOVERNMENT ISSUES) Jurnal Multidisiplin Madani (MUDIMA) International Journal of Educational Research Excellence (IJERE) West Science Interdisciplinary Studies Gemeinschaft : Jurnal Masyarakat Pesisir dan Perdesaan West Science Interdisciplinary Studies Jurnal Pengabdian Masyarakat dan Riset Pendidikan Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Jurnal Kesejahteraan dan Pelayanan Sosial Komunitas: International Journal of Indonesian Society and Culture Journal of Pedagogi Archipel: Journal of Indonesian Interdisciplinary Studies Journal Neosantara Hybrid Learning
Muhammad Arsyad
Department Of Architecture, Vocational Education Program, Halu Oleo University
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
PERAN GURU SEBAGAI FASILITATOR PEMBELAJARAN DIGITAL DI ERA ABAD KE-21 Muhammad Khoirul Amri Nst; Muhammad Yusuf Saifullah; Muhammad Arsyad
Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 2 No. 3 (2025)
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/ahsanitaqwim.v2i3.419

Abstract

The development of digital technology has brought fundamental changes to the global education system, including redefining the role of teachers in the classroom. This study aims to comprehensively examine how the role of teachers has transformed in the digital era using a literature review approach. The analysis was conducted on various scientific publications from accredited national and international journals in the period 2021–2025. The results of the study show that teachers no longer only act as transmitters of knowledge, but also as facilitators, mentors, innovators, and managers of digital learning environments. This role requires mastery of digital literacy, digital pedagogical skills, and adaptive readiness to dynamic technological changes. On the other hand, challenges such as limited infrastructure, digital access gaps, and low professional readiness are major issues that need to be addressed. This study recommends the need for education policies that support ongoing training and strengthening of teacher capacity so that they are able to play an optimal role in supporting 21st century learning. The results of this study are expected to provide theoretical and practical contributions to the development of digital education policies and strategies in Indonesia.
Tunachism Farmers Become a Real Portrait of Land Loss Due to Structural Poverty and Urgent Economic Pressure in Mowila district, South Konawe Muhammad Arsyad; Peribadi; La Patuju
Jurnal Multidisiplin Madani Vol. 5 No. 8 (2025): August 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/mudima.v5i8.501

Abstract

This study examines the phenomenon of tunachism farmers in Mowila District, South Konawe, as a real portrait of land loss due to structural poverty and urgent economic pressure. With a qualitative approach and case study strategy, this study found that land loss is not only due to market mechanisms but is triggered by unequal power relations between the state, corporations, immigrant elites, and weak local institutional protections. Using access theory (Ribot & Peluso, 2003) and Paulo Freire's (1970) critical education approach, this study uncovers how farmers' access to land is restricted, while structural awareness and collective resistance have not been able to keep up with external dominance. The theoretical contribution of this research lies in the integration between access theory and critical education in explaining agrarian marginalization. In practical terms, the study emphasizes the importance of strengthening local institutions, peasant solidarity, and transformative agrarian policies to achieve agrarian justice and village socio-ecological resilience
Artificial Intelligence in Education: Opportunities, Challenges, and Implications for the Learning Process Muhammad Arsyad
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 2 No. 1 (2026): Archipel - September
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v2i1.81

Abstract

Artificial intelligence (AI) has rapidly evolved from a peripheral instructional aid into a central force reshaping how teaching and learning are designed, delivered, and evaluated. This article presents a narrative literature review of twenty-five studies published between 2021 and 2026 to map the opportunities, challenges, and implications of AI integration for the learning process across K-12 and higher education contexts. Using a structured search of Scopus-, Web of Science-, and Google Scholar-indexed sources, thematic synthesis was applied to identify recurring patterns across personalized learning, intelligent tutoring systems, generative AI, learning analytics, teacher professional development, and governance. The findings show that AI offers substantial opportunities for adaptive personalization, real-time feedback, and data-driven decision-making, yet these benefits are consistently accompanied by challenges related to academic integrity, algorithmic bias, data privacy, teacher readiness, and unequal access to infrastructure. The review further identifies a critical novelty gap: most prior studies examine opportunities and challenges in isolation rather than as an interdependent system that jointly shapes pedagogical implications. This article proposes an integrated opportunity-challenge-implication framework and argues that responsible, human-centered implementation rather than technology adoption alone determines whether AI enhances or undermines meaningful learning outcomes in contemporary educational settings.
Co-Authors Agus Rofi’i Ai Rukmini Aldi Reski Dewa Arditya Prayogi Arman Faslih Bahtiar Bahtiar Bahtiar, . Bambang Kulup Karnoto Chak Sothy Darmin Tuwu Dian Puspita Rizki Dwiyanto . Edi Ahyani Eka Suaib Erni Erni Fauzi, Muhammad Sukron Haribowo, Rio Ilham Arief Istiarsyah, Istiarsyah Juhaepa Juhaepa La Ode Abdul Rachmad Sabdin Andisiri La Ode Montasir La Patuju Loso Judijanto Megawati Asrul Tawulo Mohzana Muammar Akbar Al Qhuraissy, Muammar Akbar Al Qhuraissy Muhammad Khoirul Amri Nst Muhammad Nasir Muhammad Yusuf Saifullah Muhammad Zakaria Umar, Muhammad Zakaria Mumu Muzayyin Maq Novytha Sary Paramina Indra Yani Peribadi Peribadi, Peribadi Razia Khan Riyanto Rusliana Rusliana Sachrul Ramadhan Sagaf S. Pettalongi Samiel, Edi Samsul Samsul Santi Santi Sarpin Sarpin Sayida Khoiratun Nisak Soulthoni, Hannin Pradita N Suharty Roslan Suharty Roslan Suyono Wardiman Wardiman Weko Indira Romanti Aulia Yang Gusti Feriyanti