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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Publikasi Pendidikan Journal of Educational Science and Technology Jurnal Manajemen Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Administrasi Pendidikan Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) Journal of English Language and Education Jurnal Pendidikan dan Pembelajaran JEELS (Journal of English Education and Linguistics Studies) Jurnal Pendidikan Progresif Proceeding International Conference on Education Varied Knowledge Journal Jurnal Ilmiah Pendidikan Citra Bakti
Rochimah, Heni
Universitas Islam As-syafiiyah
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Tinjauan Sistematis Tantangan dan Peluang Implementasi Model Pembiayaan Pendidikan Berbasis Human Capital untuk Pembangunan Sumber Daya Manusia Unggul di Indonesia Ambrosius Tode Peya Nia Do; Masduki Ahmad; Heni Rochimah
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.4678

Abstract

The development of superior Human Resources (HR) is an essential prerequisite for a nation's progress. In the Indonesian context, education financing based on human capital, as a form of investment in HR, is a strategic step that requires comprehensive review from both opportunity and challenge perspectives. This research aims to conduct a systematic review of the literature related to the challenges and opportunities of implementing a human capital-based education financing model within the Indonesian education context, as well as its contribution to the development of superior HR. Furthermore, this research will formulate policy recommendations derived from the analysis and identify relevant research gaps. Through a Systematic Literature Review (SLR) approach, this study explores critical issues such as financing standards, optimization of fund allocation, education budget management, and accountability and equity challenges. The analysis results indicate strong recognition of education as a "human capital investment," supported by regulations, allocation efficiency, transparency, and diversification of funding sources. Strategic financing can enhance the quality and relevance of education, foster innovation, and ultimately produce more competent and competitive HR. Based on the findings, policy recommendations include developing a clear national framework for human capital investment in education, implementing performance-based financing, improving transparency and accountability, and diversifying funding sources. This research identifies gaps in cost-benefit analysis, the role of non-governmental stakeholders, measurement of long-term impact, and a more focused analysis of vocational financing policies.
English Learning Outcomes through Learning Model and Intrapersonal Intelligence in Vocational High Schools Heni Rochimah; Muhammad Japar; Etin Solihatin; Masduki Ahmad; Wulandari
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4865

Abstract

Globalization and modernization have made English proficiency a key factor in student success. However, Indonesia's performance remains low, ranking 79th out of 113 countries in the EF English Proficiency Index, with only 46% of students in Bekasi Regency meeting the minimum standard in 2021. This study investigates the impact of intrapersonal intelligence and learning models. Project-Based Learning (PjBL) and Discovery Learning (DL)—on English achievement among vocational high school students. Using a 2x2 factorial experimental design, 70 students were assigned to PjBL (experimental) and DL (control) groups, categorized by high (B1) and low (B2) intrapersonal intelligence. Data were analyzed using two-way ANOVA and Tukey tests. Results revealed: (1) PjBL led to significantly better outcomes than DL; (2) a significant interaction existed between learning models and intrapersonal intelligence; (3) students with high intrapersonal intelligence in the PjBL group outperformed their DL counterparts by 13.20 points; (4) students with low intrapersonal intelligence performed better with DL, with a score difference of -3.90. These findings suggest vocational English teachers should apply PjBL for students with strong intrapersonal skills and DL for those with lower levels. Policymakers are urged to incorporate emotional intelligence components into national curriculum development.
Tantangan Etika dan Orisinalitas dalam Kolaborasi Human-AI di Dunia Pendidikan: Sebuah Systematic Literature Review (SLR) Maryanah Maryanah; Amitania Ibmianur; Asneny Usman; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.248

Abstract

The widespread integration of Artificial Intelligence (AI) in the education sector has sparked academic debates regarding technological restrictions and the potential decline of independent critical thinking. This study aims to examine patterns of human-AI interaction in educational and digital literacy contexts, with particular emphasis on ethical issues and authorship authenticity. The study employed a Systematic Literature Review (SLR) approach following the PRISMA guidelines by synthesizing 30 reputable peer-reviewed journal articles published between 2019-2026. The findings reveal that AI has evolved from a supportive tool into a cognitive partner that enhances thinking and creative processes. However, its growing use also presents challenges, including the standardization of language structures that may diminish the authenticity of writing styles, a shifting concept of digital originality that positions humans as the primary agents in content curation, and an increasing need for ethical regulations and curriculum policies to prevent implicit plagiarism. These findings highlight that the future of digital literacy depends on the critical, ethical, and responsible use of AI while maintaining intellectual integrity.
Efektivitas Media Pembelajaran Adaptif dalam Pengembangan Karakter Anak Usia 4-6 Tahun melalui Pembelajaran Sentra: Systematic Literature Review Umi Fadhila Zuliani; Neneng Mulia; M. Radifan Azman; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.263

Abstract

Early childhood education serves as a foundation for shaping children’s character during the golden age. The golden age is a critical period in children’s growth with an optimal capacity to absorb stimuli and engage in the learning process. An adaptive learning has emerged as an innovative approach to supporting character development by accommodating children’s diverse learning needs. The BCCT (Beyond Centers and Circle Time) model or center-based learning, provides children with opportunities to learn through play, exploration, and direct interaction with their environment. This study aims to analyze the effectiveness of center-based adaptive learning in character development of children aged 4-6 years. A Systematic Literature Review (SLR) method was employed to synthesize findings from relevant studies published in reputable databases. Data were collected from 19 reputable scientific articles published between 2020-2025. The selection process was conducted using predetermined inclusion and exclusion criteria to identify studies related to adaptive learning media, character development, and center-based learning in early childhood education. The results indicate that adaptive learning positively influences the character development of children aged 4-6 years and is effectively supported by center-based learning approaches.
Efektivitas Pelatihan Literasi Digital Dalam Meningkatkan Kompetensi Pembelajaran Guru Sekolah Dasar: Systematic Literature Review (SLR) Eka Galih Prakarsa; Een Suhaenah Almalia; Irfan Chesar Reza; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.290

Abstract

Digital literacy training is a strategic effort to improve the teaching competencies of elementary school teachers. This study aims to analyze the effectiveness of digital literacy training in enhancing teachers’ teaching competencies, identify the skills that have improved, and examine the supporting and inhibiting factors affecting the success of the training. The study employed a Systematic Literature Review (SLR) approach using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to analyze articles published between 2020 and 2025. The findings indicate that digital literacy training is effective in improving teachers’ competencies, particularly in integrating technology into teaching, developing interactive learning media, managing digital classrooms, and implementing learning strategies that meet students’ needs. The training also enhances teachers’ confidence in utilizing technology. Supporting factors include institutional policies and culture, adequate technological infrastructure, relevant training materials, as well as collaboration and mentoring. Meanwhile, the identified barriers include inadequate infrastructure, disparities in teachers’ digital skills, limited time, and insufficient post-training support. Needs-based and continuous training is more effective than short-term training. Therefore, digital literacy training should be developed continuously and contextually to support the improvement of the quality of primary education in the digital era.
Media Pembelajaran Interaktif Berbasis Kecerdasan Buatan Untuk Minat Dan Literasi Siswa Sekolah Dasar: Systematic Literature Review Ali Agung; Nina Sri Hastuti; Synta Dewi Rahmadhani; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.294

Abstract

The implementation of Artificial Intelligence (AI) in primary education has emerged as an innovative approach with the potential to enhance learning quality, particularly in developing students’ literacy and cognitive skills. This study aims to analyze the contribution of AI-based interactive learning media to science education and to identify its effects on digital literacy, analytical skills, and scientific understanding among primary school students. This study employed a systematic literature review by examining relevant research findings on the implementation of AI in primary education. The findings indicate that AI integration can enhance students’ learning interest and motivation, reading literacy, analytical thinking, problem-solving skills, and understanding of scientific concepts through interactive, adaptive, and personalized learning experiences. The use of AI-based applications, including educational games, also supports the development of students’ cognitive and motor skills. However, the effectiveness of AI implementation is influenced by the availability of adequate digital infrastructure, teachers’ competencies, and parental involvement in the learning process. Therefore, AI has significant strategic potential as an innovative learning medium for strengthening literacy and improving the quality of science education in primary schools.
Teknologi dalam Pembelajaran Matematika di Sekolah Dasar: Tinjauan Pustaka Sistematis tentang AI dan AR Dewi Indah Syeftari Nasution; Irmaniyah Irmaniyah; Eliyah Barizah; Heni Rochimah; Pardan Prasetyo
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.296

Abstract

The rapid development of educational technology forces teachers, whether they like it or not, to upgrade themselves to increase their knowledge of the technology used as teaching aids. This is to simplify the process for teachers in transferring knowledge to students. The development of science and technology requires teachers to be wiser in utilizing any technology that can be used to facilitate teaching and provide better understanding to students. AI and AR are currently trending in the world of education as tools for obtaining information and teaching aids for several materials in mathematics learning. Therefore, researchers conducted research on these new technologies in the world of education, both regarding their development, implementation, and the outcomes of the use of AI and AR themselves. This study used a systematic literature review method with research subjects of elementary school students and teachers. The literature collected was literature published between 2023 and 2025. In the process of selecting target articles, only 12 articles were found. This condition indicates that very little research has been conducted on AI and AR for elementary school students and also indicates the still limited use of AI and AR for learning in elementary schools. The 12 articles reviewed in the literature show that the use of AI and AR is highly effective in learning, facilitating student understanding of the material, and significantly aiding knowledge transfer. New research on the development and effectiveness of AI and AR in mathematics learning is recommended. Furthermore, research on the use of AI for all mathematics learning materials and AR utilization beyond geometry is recommended.  
Efektivitas Media Augmented Reality pada Pembelajaran Sekolah Dasar di Indonesia: Systematic Literature Review dan Analisis Moderasi 2020-2025 Agus Suhendar; Ike Kurniasih; Futihat Hayati Nupus; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.303

Abstract

This study aims to analyze the effectiveness of Augmented Reality (AR)-based learning media in elementary school learning in Indonesia through a Systematic Literature Review (SLR) approach and moderation analysis. The review examined 30 national and international journal articles indexed in Google Scholar, SINTA, ERIC, and Scopus published between 2020 and 2025. The article selection process followed the PRISMA stages, including identification, screening, eligibility, and inclusion. The findings indicate that AR-based learning media consistently have a positive impact on learning outcomes, motivation, student engagement, critical thinking skills, creativity, and conceptual understanding. The use of AR was most commonly found in Science and Mathematics subjects due to its ability to visualize abstract concepts interactively through three-dimensional objects. Moderation analysis revealed that the effectiveness of AR is influenced by grade level, teachers’ digital competence, duration of media use, availability of digital devices, and school internet access. Upper-grade elementary students tended to achieve more optimal learning outcomes than lower-grade students. However, AR implementation still faces challenges related to technological infrastructure and teacher readiness. Therefore, continuous support in technological infrastructure and teacher professional development is necessary to ensure more effective implementation of AR in elementary education. This study strengthens empirical evidence that AR has significant potential as an innovative learning medium to improve the quality of elementary education in Indonesia.
Systematic Literature Review: Dampak Teknologi Imersif (AR/VR) terhadap Motivasi dan Hasil Belajar Siswa Sekolah Dasar Abdulloh Effendi; Ahmad Aunillah; Kanto Kanto; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.318

Abstract

The use of immersive technology specifically augmented reality (AR) and Virtual Reality (VR)  in primary education has attracted considerable global research attention, yet comprehensive empirical synthesis for elementary schools limited. This  study aims to synthesize empirical evidence on the impact of AR/VR on motivation and learning outcomes of elementary school students through a systematic literature review SLR). Literature searches were conducted across Scopus, Web of Science, ERIC, Google Scholar, and IEEE Xplore databases using the PRISMA 2020 protocol (Page et al., 2021). From 1,124 initially identified articles rigorous selection yielded 50 articles meeting all inclusion criteria for in-depth analysis finding show that AR/VR consistently improves academic achievement with a pooled effect size of d= 0.89 (large by Cohen 1988 criteria) intrinsic motivation d= 0.74 (medium), and learning interest d= 0.68 (medium). The elementary school level yields an additional effect of delta d =+0.23 compared to other levels particularly in science (d = 0.62 - 1.24) in mathematics (d = 0.67 - 1.18). Three critical moderating factors are the guided inquiry approach (delta d =  + 0.19), cumulative intervention (delta d  =  + 0.28), and teacher TPAC competence. Vosviewer bibliometric analysis identifies five thematic clusters mapping Global research directions. These findings provide an empirical foundation for developing AR/VR Content aligned with Indonesia's  Merdeka Curriculum demands.
Efektivitas ChatGPT sebagai Asisten Belajar dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Informatika: Systematic Literature Review Ama Mansur; Muhamad Khalili Husni; Mochamad Safrudin; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.319

Abstract

The development of generative artificial intelligence, particularly ChatGPT, has driven significant transformations in the world of education. Although various studies have examined the use of ChatGPT in learning, findings regarding the opportunities and challenges of its implementation are still scattered and require comprehensive synthesis. This study aims to identify, analyze, and synthesize empirical findings related to the opportunities and challenges of using ChatGPT in education through a Systematic Literature Review (SLR) approach based on the PRISMA 2020 guidelines. The literature search was conducted in five reputable international databases: Scopus, Web of Science, ScienceDirect, SpringerLink, and ERIC, with publications spanning January 2020 to December 2025. Of the 812 articles identified, 62 met the inclusion criteria and were analyzed in depth. The results of the study indicate that ChatGPT has the potential to enhance learning personalization, support self-directed learning, accelerate feedback provision, and increase academic productivity. However, challenges related to information accuracy, academic integrity, algorithmic bias, digital literacy, and ethical aspects remain major concerns. These findings provide a foundation for educators, researchers, and policymakers to optimize the effective and responsible use of ChatGPT in educational settings.
Co-Authors A’yun, Qurrota Abdullah, Ridwan Abdulloh Effendi Ade Dwi Utami Agus Suhendar Ahmad Aunillah Albert Albert Ali Agung Ama Mansur Ambrosius Tode Peya Nia Do Amitania Ibmianur Apriliansyah, Farhan Asneny Usman Barus, Rosnelly Basuki, Rahmat Rizki Chusnul Chotimah Dailami Firdaus Dewi Indah Syeftari Nasution Een Suhaenah Almalia Eka Galih Prakarsa Eliyah Barizah Etin Solihatin Farashati, Alfiya Fardila, Anisah Futihat Hayati Nupus Hasanah Fajaria, Nurul Hermanto Hermanto Ike Kurniasih Irfan Chesar Reza Irmaniyah Irmaniyah Kamal, Sep Arinda Risa Kanto Kanto Karisdha Pradityana Khalifah, Hamidatul Khoirul Umam Khonsa, Nabilah M. Radifan Azman Maryanah Maryanah Masduki Masduki Ahmad Masduki Masduki Matin Matin Mochamad Safrudin Muhamad Khalili Husni Muhammad Japar Muhammad Japar Nadiroh Neneng Mulia Niediawan, Kiki Nina Sri Hastuti Nordianus Wilfridus Pardan Prasetyo Peya Nia Do, Ambrosius Tode Qurrota Ayun Rahawarin, Benediktus Raihan, Izza Mutia Rajagukguk, Handyka Oktra Ramadhan, Laila Sari Restarie, Maya Diaz Rizka, Annissa Fitriani Rugaiyah Rusmiyati, Lena Sartika, Dian Sugiarto Sutomo Suyitno Muslim Synta Dewi Rahmadhani Umi Fadhila Zuliani Wulan, Mentari Putri WULANDARI Wulandari Wulandari Wulandari Zakiati, Dyah