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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Ilmu Informasi Perpustakaan dan Kearsipan Edutech Journal of Education and Learning (EduLearn) Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Jurnal Berkala Ilmu Perpustakaan dan Informasi Jurnal Sosioteknologi Edulib PEDAGOGIA Cetta: Jurnal Ilmu Pendidikan Journal of Education Technology LIBRIA: Library of UIN Ar-Raniry Literatify : Trends in Library Development Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pengabdian Pada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Kelola: Jurnal Manajemen Pendidikan Jurnal Teknologi Pendidikan Jurnal Pendidikan Teknologi Informasi dan Komunikasi BACA: Jurnal Dokumentasi dan Informasi Jurnal Komtika (Komputasi dan Informatika)
Gema Rullyana
Universitas Pendidikan Indonesia
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The Effectiveness of Artificial Intelligence-Assisted Learning Stations for Differentiated Learning Based on Students' Learning Styles Rullyana, Gema; Ardiansah, Ardiansah
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.4824

Abstract

The integration of learning stations in higher education continues to face challenges in effectively addressing diverse student learning styles. Although differentiated instruction offers substantial promise, its implementation is often hindered by limited resources and the complexity of delivering personalized learning experiences at scale. This study explores the effectiveness of artificial intelligence (AI)-enhanced learning stations in supporting differentiated instruction aligned with individual learning preferences. Using a mixed-methods explanatory design, the research involved 82 students from an Educational Technology Study Program, divided into an experimental group (utilizing AI-supported learning stations) and a control group (traditional stations without AI). Data collection methods included pre- and post-tests, structured observations, VARK learning style inventories, and semi-structured interviews. Quantitative results indicated statistically significant improvements in learning outcomes for the experimental group, reflected in higher post-test scores and greater normalized gains. T-test and ANOVA analyses confirmed the intervention’s overall effectiveness, with no significant variation in learning gains across learning style categories within the experimental group. Qualitative findings supported these outcomes, with participants reporting that the AI-assisted environment fostered more personalized, relevant, and reflective learning experiences. Moreover, the integration of AI was associated with increased learner engagement, heightened motivation, and improved metacognitive awareness of learning preferences. This study contributes empirical evidence supporting the role of AI in enabling differentiated instruction within higher education contexts, highlighting its potential to provide scalable, personalized learning experiences. The findings suggest that AI-driven solutions may address key limitations in traditional instructional design by offering inclusive and adaptive strategies responsive to individual learner needs.
Implications of Gamification for Student Learning Motivation: Meta-Analysis Study Emilzoli, Mario; Hernawan, Asep Herry; R. Nadia, Hanoum; Rullyana, Gema; Saidah, Zahrani Putri; Susanti, Lia; Gifari, Muhamad Kosim
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 4 No. 2 (2025): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jentik.v4i2.579

Abstract

Background of the study: Gamification is increasingly applied in education to stimulate engagement and motivation, yet empirical findings on its effectiveness remain mixed.Aims: This study aims to determine the overall effect of gamification on students’ learning motivation and to examine whether education level, sample size, and publication year moderate this effect.Methods: A meta-analysis was conducted using Scopus-indexed journal articles published between 2015–2024. Studies were included if they reported motivation outcomes with sample size, mean, and standard deviation. Effect sizes (Hedges’ g) were calculated and synthesized using a random-effects model with OpenMEE.Results: Twenty-five articles (26 outcomes) met the criteria. Gamification demonstrated a significant and very strong overall effect on learning motivation (ES = 1.061). Moderator analysis showed stronger effects at the senior high school level, while the influences of sample size and publication year were comparatively smaller.Conclusion: Gamification substantially enhances students’ learning motivation compared with non-gamified approaches. These results support the careful and contextual integration of gamified elements in teaching to optimize learner engagement and instructional quality.
INDUSTRIAL PERSPECTIVE ON MICRO-CREDENTIALS: A COMBINED SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS Johan, Riche Cynthia; Purwoningsih, Tuti; Rullyana, Gema; Wihardini, Diah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.39731

Abstract

This study aims to explore the development and application of micro-credentials (MCs) as an alternative, competency-based learning model increasingly adopted in higher education and industry. Micro-credentials represent an alternative, competency-based learning model increasingly adopted in higher education and industry. The method used is a combination of a systematic literature review (SLR) and bibliometric analysis, designed to examine research trends, learning models, curriculum structures, and skill areas associated with micro-credentials. Data from 482 documents indexed in Scopus and Web of Science (WoS) from 2008 to 2023 were analyzed. The findings reveal a growing global interest in MCs, particularly in digital, information, and technical skills fields. The bibliometric analysis highlights the United States as the leading country in micro-credentials research, followed by Australia and the United Kingdom. The thematic analysis identifies four primary learning models used in micro-credentials: Project-Based Learning (PBL), Self-Directed Learning, Problem-Based Learning, and Game-Based Learning. Additionally, micro-credentials curriculum structures often adopt modular, blended, and online formats to offer flexible, accessible learning pathways. Industry engagement is critical in MC, ensuring curriculum relevance to workforce needs through collaborations that define skill requirements, offer internships, and co-develop assessments. Micro-credentials evaluation methods focus on competency-based assessments, including portfolios and direct performance evaluations, providing practical evidence of learners’ skills and readiness for professional roles. The implication of this study is to provide a structured foundation for institutions and policymakers to design more effective, standardized, and industry-aligned micro-credential programs, while encouraging further research on long-term outcomes, transferability, and recognition across education and labor systems.
Co-Authors Aah Ahmad Syahid, Aah Ahmad Afriany, Dina Alberto, Achmad Riyadi Angga Hadiapurwa Ardiansah Ardiansah Ardiansah, Ardiansah Asep Herry Hernawan Awalia Latifa Mayda Ikrimah Cepi Riyana, Cepi Diemas Arya Komara Doddy Rusmono, Doddy Emi Emilia Emi Emilia Emilzoli, Mario Gifari, Muhamad Kosim Gumelar, Muhammad Raffy Maulana Halimah, Lien Hana Silvana Hana Silvana Japar , Muhammad Johan, Riche Cynthia Kurnia, Neng Dewi Laksmi dewi Laksmi Dewi Laksmi Dewi, Laksmi Masitoh Masitoh Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Rusmana Nur, Lutfi Priandani, Ai Pemi Purwoningsih, Tuti R. Nadia Hanoum, R. Nadia R. Nadia, Hanoum Rifa Nadila Rizki Triandari Rudi Susilana, Rudi Saidah, Zahrani Putri Saputra, Yori Solehat, Desviana Siti Sri Aprianti, Nenden Susanti Agustina, Susanti Susanti, Lia Suwandi, Metsa Fajrianti Kusumah Syafitri, Nanda Khaerunnisa Syafril Ramadhon Triandari, Rizki Virani Wulandari Wihardini, Diah