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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Edutech: Jurnal Teknologi Pendidikan JURNAL IQRA´ Jurnal Manajemen Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC SAP (Susunan Artikel Pendidikan) Attaqwa: Jurnal Ilmu Pendidikan Islam Jurnal Pendidikan dan Konseling Scope: Journal of English Language Teaching Dedikasi: Jurnal Pengabdian Masyarakat Journal Ilmiah Rinjani : Media Informasi Ilmiah Universitas Gunung Rinjani Didaktik : Jurnal Ilmiah PGSD STKIP Subang Diwan: Jurnal Bahasa dan Sastra Arab Indonesian Journal Of Educational Research and Review Jurnal Pendidik Indonesia Attaqwa:Jurnal Ilmu Pendidikan Islam PROMOTIF: Jurnal Pengabdian Kepada Masyarakat Journal Emerging Technologies in Education
Friscilla Wulan Tersta
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Memahami literasi artificial intelligence di pendidikan tinggi: Sebuah narrative literature review Rinita Istiqomah; Friscilla Wulan Tersta; Ajuzar Fiqhi; Riscky Fitri Wahyuni
Jurnal Pendidik Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291//jpi.v7i2.20

Abstract

Perkembangan pesat Artificial Intelligence (AI) telah mendorong perubahan signifikan dalam proses pembelajaran di pendidikan tinggi, sehingga AI Literacy menjadi kompetensi yang semakin penting bagi mahasiswa. Meskipun demikian, penelitian mengenai AI Literacy masih menunjukkan keberagaman dalam konseptualisasi, dimensi, pendekatan pengukuran, strategi pengembangan, serta implikasinya terhadap pembelajaran, sehingga pemahaman yang komprehensif mengenai AI Literacy masih terbatas. Penelitian ini bertujuan untuk memahami perkembangan AI Literacy dalam pendidikan tinggi melalui sintesis terhadap konsep, dimensi, pendekatan pengukuran, strategi pengembangan, serta implikasinya terhadap proses pembelajarandan berbagai luaran pendidikan. Penelitian menggunakan metode Narrative Literature Review (NLR) dengan menganalisis 19 artikel ilmiah yang dipublikasikan pada periode 2022–2026 berdasarkan kriteria inklusi yang telah ditetapkan. Hasil sintesis menunjukkan bahwa AI Literacy telah berkembang dari kompetensi yang berfokus pada pemahaman teknologi menjadi kompetensi multidimensional yang mencakup pengetahuan tentang AI, keterampilan penggunaan AI, evaluasi kritis, kesadaran etis, dan kolaborasi antara manusia dengan AI. Selain itu, AI Literacy diukur menggunakan berbagai kerangka multidimensional dan dikembangkan melalui beragam pendekatan pembelajaran, seperti mata kuliah AI, AI-supported flipped classroom, pembelajaran kolaboratif manusia–AI, serta self-regulated learning. AI Literacy juga berimplikasi terhadap peningkatan hasilbelajar, kesiapan mahasiswa menghadapi transformasi digital, performa penulisan akademik, pengalaman belajar, penerimaan terhadap AI, dan kesiapan kerja. Penelitian ini memberikan sintesis yang komprehensif mengenai perkembangan AI Literacy di pendidikan tinggi serta menawarkan landasan konseptual bagi pengembangan penelitian, desain pembelajaran, pengembangan kurikulum, dan kebijakan pendidikan tinggi yang responsif terhadap perkembangan AI.
KOMPETENSI PEDAGOGIK GURU BAHASA ARAB DI PONDOK PESANTREN: STUDI KASUS IMPLEMENTASI BI’AH LUGHAWIYYAH Friscilla Wulan Tersta; Helmun Jamil; Muhammad Najib
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16926

Abstract

The pedagogical competencies of Arabic language teachers are a crucial factor in the success of learning, particularly in Islamic boarding schools that implement a 24-hour language immersion system (bi’ah lughawiyyah). This study aims to describe the pedagogical competencies of Arabic language teachers and to identify the supporting and inhibiting factors at the Al Ikhwan Islamic Boarding School in Muaro Jambi. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation of three Arabic language teachers selected via purposive sampling. Data validity was ensured through triangulation of sources and techniques, while data analysis followed an interactive model. The results indicate that teachers’ pedagogical competencies generally fall into the adequate to good category, though they are not yet optimal. Understanding of students’ characteristics is fairly good, but the implementation of differentiated instruction remains limited. Instructional planning is beginning to align with the Merdeka Curriculum; implementation is dominated by lecture-based methods with minimal use of digital media; and assessment remains focused on cognitive aspects. The main supporting factors are the bi’ah lughawiyyah program and student motivation, while inhibiting factors include time constraints, a lack of pedagogical training, insufficient facilities, and the absence of academic supervision. This study recommends strengthening the teacher mentoring system and developing a pedagogical competency model that is contextual to Islamic boarding schools.
The Influence of the Teacher's Role in Increasing the Learning Independence of Mobile-assisted Elementary School Students Ova Huzaefah; Yuanyuan Wang; Zhang Wei; Dhini Mufti; Friscilla Wulan Tersta
Journal Emerging Technologies in Education Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i1.791

Abstract

Background. The role of the teacher to increase student learning independence will be very influential. Teachers will be able to help students to carry out learning activities independently. So this will provide opportunities for students to be active during learning. The teacher will be a motivator to increase students' interest, enthusiasm, and self-confidence. This will provide a new enthusiasm for students to do things independently. Independence will also help students be more responsible in doing things. Purpose This study aims to determine how much the teacher's role is in increasing learning independence for students. Teachers who are a place of aspiration for students at school will play an important role in the development of students in the world of education. In addition, it also aims to provide an overview of the development of strategies and methods to support the needs in the process of independence for students. Method. The method used in this research is a quantitative method. This method is a form of data collection in the form of numbers that can be tested. The data obtained is the result of the acquisition of responses from the distribution of questionnaires containing questions regarding the influence of the teacher's role in increasing student learning independence. The statement in the form of a questionnaire is presented in the form of google from which is shared via whatsapp. The collected data will be accessed into excel to be processed using SPSS. Results. The results of this study state that teachers as parents in formal schools have a big role in the efforts of learning independence for students. Providing opportunities for students to be active in learning will provide opportunities towards learning independence. Appreciation and motivation from teachers will increase students' interest in learning. This will help students in overcoming learning difficulties. Teachers can provide guidance to improve students' learning independence. Conclusion This research can be concluded that students need the role of the teacher as a support for increasing independence in learning. Students' independence in learning will affect their daily lives. In addition, it will help students to increase self-confidence, responsibility, initiative, and self-control. So that students are expected to be able to plan the learning process, seek information, and also evaluate learning outcomes.
Co-Authors Adilia Ningtias Ajuzar Fiqhi Akhmad Habibi, Akhmad Amalia Anastasia, Indri Ary Myftakhul Huda Berliana, Winny Dedy Kurniawan Dhini Mufti Elsa Arsita Eva Iryani Fellicia Ayu Sekonda Ferdiaz Saudagar Firman Firman Firman Khaidir Fitriana Handoko, Yudo Helmun Jamil Helty Hidayati Hidayati Hidayatul Arief Hidayatul Arif Linardo Pratama Mar'atun Sholiha Mar'Atun Sholihah Marcella Novia Putri Muhammad Fauzan Muhammad Najib Muhammad Rohiq Muhammad Sobri Muhammad Syifaa'ul Qolbi Muhammad Syifaa'ul Qolbi Mukhlash Abrar Novia Eviliana Novianti, Alviaderi Nyimas Triyana Safitri Ova Huzaefah Puji Dinda Melati Refnida, Refnida Reli Handayani Rengki Afria Rinita Istiqomah Riscky Fitri Wahyuni Robin Pratama Rts. Kholifah Hidayati Sahrizal Vahlepi Sahrizl Vahlepi Salman Hasani SAUDAGAR, FERDIAZ Shena Nabilla Sri Rahmah Ramadhoni Sri Wahyu Ningsih Syamsul Arifin Tuti Hardianti Hasibuan Yuanyuan Wang Yusdi Anra Zenvi Ann M. Macalinao Zhang Wei