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All Journal Edutech: Jurnal Teknologi Pendidikan Jurnal Pendidikan Indonesia Jurnal Teknologi Pendidikan Edumatsains DWIJA CENDEKIA: Jurnal Riset Pedagogik International Journal of Pedagogy and Teacher Education Indonesian Journal of Learning Education and Counseling Journal Evaluation in Education (JEE) Tsaqila Jurnal Pendidikan dan Teknologi Indonesian Journal Of Educational Research and Review International Journal of English Learning and Applied Linguistics (IJELAL) Action Research Journal Indonesia (ARJI) Jurnal Pendidikan Teknologi Informasi dan Komunikasi Jurnal Pendidikan Progresif Inovasi Kurikulum
Budi Setiawan
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Soft Skills in Jeopardy: The Impact of AI on Future Generations of Students Rudi Susilana; Budi Setiawan; Herlina; Sri Rahayu
Indonesian Journal of Educational Research and Review Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i1.82875

Abstract

The emergence of Artificial Intelligence (AI) in higher education has sparked debates about its impact on teaching and learning methodologies. The utilization of AI in universities presents significant challenges, particularly about students' proficiency. However, the impact of students heavily relying on AI-generated outcomes, leading to a decline in their skills and potential career prospects, has not been explored. Successful organizations acknowledge the importance of individual employees and prioritize their safeguarding and assistance. Career expectations typically pertain to an individual's abilities and proficiency. These expectations encompass both the outward expression of individual professional values and the inner drives. The study utilizes descriptive statistical approaches to analyze creativity, critical thinking, emotional intelligence, and leadership in order to discover correlations between artificial intelligence and the decline of students' soft skills. The findings indicate that over 50% of the students in the sample (n=150) across various study programs at the university have shown favorable attitudes towards the utilization of AI in education or their academic pursuits. However, an almost equal number of students have expressed apprehensions regarding the potential impact of AI on the development of their soft skills in the future. Significant statistical differences were observed in all analyzed grouping variables of artificial intelligence (AI) and soft skills, with notable distinctions between genders and fields of study. Additionally, students are experiencing unease regarding their personal and academic growth due to excessive dependence on AI.
Students’ Perceived Teacher Readiness and Student Satisfaction as Predictors of AI Integration in Indonesian Vocational High Schools Nuryake Fajaryati; Pipit Utami; Putu Sudira; Mohd. Erfy Bin Ismail; Yussi Anggraini; Rangga Bayu Rinawan; Budi Setiawan
Indonesian Journal of Learning Education and Counseling Vol. 9 No. 1 (2026): September (Article In Progress)
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v9i1.3418

Abstract

Meaningful artificial intelligence (AI) integration in vocational education involves not only technical infrastructure but also students’ perceptions of teacher readiness and their learning experiences. However, evidence explaining how these factors are associated with AI integration in Indonesian vocational high schools remains limited. This study aimed to examine the direct and mediated relationships among students’ perceived teacher readiness, student satisfaction, and AI integration. A cross-sectional explanatory survey was conducted with students from five public and private vocational high schools in Yogyakarta. Of 105 questionnaires distributed, 99 complete responses were analysed. Participants were recruited through teacher-facilitated sampling. Quantitative data were analysed using partial least squares structural equation modelling, while open-ended responses were analysed through descriptive thematic coding to contextualise the findings. Students’ perceived teacher readiness was positively associated with AI integration and student satisfaction, while student satisfaction was positively associated with AI integration. Student satisfaction partially mediated the relationship between perceived teacher readiness and AI integration. The model explained 32.4% of the variance in student satisfaction and 68.1% in AI integration. Open-ended responses highlighted pedagogical judgement, practical professional development, ethical validation, equitable access, rapid feedback, and practice-oriented simulation. The conclusions are limited to student perceptions and the participating schools in this context.  
Teachers’ Needs Analysis for Designing an Inclusive Mathematics Assessment Training Program N. Sinta Mustika Aryanti; Zainal Arifin; Budi Setiawan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8715

Abstract

Inclusive mathematics classrooms require teachers to collect, interpret, and act on assessment evidence from students with diverse needs, yet assessment training programs are seldom designed from systematic evidence of what teachers already do and still need. Using the analysis and exploration phase of Educational Design Research (EDR), this study identified teachers’ needs as empirical requirements for designing an assessment training program in inclusive mathematics education. Data were collected from 42 elementary school teachers in Bandung, Indonesia, through a needs-analysis questionnaire and from three public inclusive elementary schools through document analysis and semi-structured interviews with principals. Questionnaire data were analyzed descriptively, qualitative data were analyzed thematically, and all sources were triangulated. Teachers reported frequent assessment practice across five domains, and most had never attended training specific to inclusive mathematics assessment. Documents and interviews, however, showed that assessment evidence was seldom recorded, interpreted, and used systematically for individualized instruction. Diagnostic assessment was both the strongest perceived competency need and the most frequently selected training content, followed by assessment adaptation and differentiation. Teachers preferred hands-on workshops and usable modules, and most requested post-training mentoring. These convergent findings were translated into requirements for a training program that is practical (teachers produce assessment artifacts), contextualized (authentic school cases), adaptive (adjustment to student characteristics), and sustainable (a one-day workshop followed by mentoring). The study contributes a triangulated, design-oriented needs-analysis model that links reported practice, documented gaps, and teacher preferences to the subsequent EDR design phase.
Co-Authors Asep Herry Hernawan Badru Zaman Betari Cinta Repelino Cepi Riyana Chika Jasmine Paradisa Choirina Nazwa Aulya Cucu Sukmana, Cucu Della Amelia Deni Kurniawan Dian Nashrul Munif Effy Mulyasari Fakhira Salsabila Fakhri Nur Deharsena Fathiya Najla Aulia Fathoni, Toto - Felicia Ayu Sekonda Feri Faila Sufa Fidhiya Marlan Utami Firman Firman Firscilla Wulan Tersta Gina Febriliant Ayuningtyas Hamdah Khaila Fahranie Hendra, Robi Herlina Hidayatul Arief Ikmal Redzuan Intan Muslimah Laksmi dewi Laksmi Dewi Lingga Valino M. Ridwan Faturrohman Meliya Dwi Febriyanti Mohd. Erfy Bin Ismail N. Sinta Mustika Aryanti Nandang Budiman Nia Kurniawati Nuryake Fajaryati Nuryake Fajaryati Oong Komar Pipit Utami Putu Sudira Ragil Prastian Rangga Bayu Rinawan Ristianawati Dwi Utami Rudi Susilana, Rudi Rusman Rusman Ryzal Perdana Sabrina Annastasya Salsa Bila Sansan Hadiansyah Sarjono Sarjono Selviana Haenkanes Turot Shabrina Elzahra Shafira Naila Tasya Shava Nadhira Shiffa Intan Amarthani Sri Rahayu Sukirman, Dadang - Syifa Nabila Akhyar Tiara Fitri Nurhayati Tiara Nurhayati Devi Toto Fathoni Yussi Anggraini Zainal Arifin Zainal Arifin