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All Journal Indonesian Journal of Learning Education and Counseling JTP - Jurnal Teknologi Pendidikan PENGABDI: Jurnal Hasil Pengabdian Masyarakat LOSARI: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Ininnawa: Jurnal Pengabdian Masyarakat Paramacitra : Jurnal Pengabdian Masyarakat International Journal of Education, Vocational and Social Science
Syah, Maenuddin Bustanil
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Transportation Other

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Analisis Literatur Penggunaan Assembler Edu sebagai Multimedia Interaktif dalam Pembelajaran di Sekolah Dasar Syah, Maenuddin Bustanil
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 11.C (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

Transformasi digital dalam pendidikan dasar menuntut kehadiran media pembelajaran yang interaktif, kontekstual, dan mendorong keterlibatan aktif siswa. Namun, keterbatasan kemampuan teknis guru sering menjadi hambatan dalam pengembangan multimedia interaktif. Penelitian ini bertujuan untuk menganalisis literatur mengenai penggunaan Assembler Edu sebagai multimedia interaktif dalam pembelajaran di sekolah dasar. Pendekatan yang digunakan adalah systematic literature review terhadap 27 artikel terpilih dari basis data Scopus, Google Scholar, DOAJ, Garuda, dan ERIC yang dipublikasikan antara tahun 2020–2025. Hasil analisis menunjukkan bahwa Assembler Edu mampu meningkatkan keterlibatan belajar, motivasi, dan hasil belajar siswa melalui pengalaman belajar berbasis augmented reality (AR). Sebanyak 37% penelitian menyoroti aspek desain multimedia interaktif, 33,3% meninjau efektivitas penggunaannya, dan 29,7% membahas dampaknya terhadap motivasi belajar. Studi ini menemukan bahwa efektivitas Assembler Edu bergantung pada kesiapan guru dan integrasi pedagogis yang tepat. Secara teoretis, hasil penelitian ini memperluas penerapan teori Cognitive Theory of Multimedia Learning dan kerangka TPACK dalam konteks pembelajaran dasar. Adapun secara praktis, temuan ini memberikan rekomendasi strategis bagi guru dan pengambil kebijakan pendidikan untuk memanfaatkan Assembler Edu sebagai sarana pembelajaran inovatif yang mendukung Kurikulum Merdeka. Penelitian ini berimplikasi pada penguatan literasi digital dan transformasi ekosistem pembelajaran di sekolah dasar
Bias Algoritma dalam Representasi Visual: Meta-Sintesis Studi Kasus Penggunaan AI pada Desain Grafis Syah, Maenuddin Bustanil
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 12.A (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

Perkembangan Generative AI telah mendisrupsi industri desain grafis dengan efisiensi produksi yang tinggi, namun membawa residu etika berupa bias algoritma yang persisten. Penelitian ini bertujuan untuk melakukan meta-sintesis terhadap literatur studi kasus guna memetakan pola bias representasi visual dan membangun tipologi risiko etis bagi praktisi desain. Menggunakan metode Meta-Sintesis Kualitatif dengan protokol PRISMA, penelitian ini menganalisis 35 artikel terpilih (2022-2024) yang bersumber dari Scopus, Web of Science, dan Google Scholar. Analisis tematik mengidentifikasi empat klaster bias dominan: gender, rasial, budaya, dan estetika. Temuan utama penelitian ini adalah formulasi "Taksonomi Risiko Etis Desain" yang memetakan tiga mekanisme bias sistemik: amplifikasi stereotip, penghapusan budaya (cultural erasure), dan tokenisme visual. Penelitian menyimpulkan bahwa AI bukanlah entitas netral, melainkan agen yang mereproduksi hegemoni visual. Implikasi praktis dari temuan ini menuntut pergeseran peran desainer dari operator teknis menjadi kurator etis, serta urgensi penerapan audit visual mandiri dalam ekosistem industri kreatif.
Workshop Desain Pembelajaran Menarik dan Interaktif Berbasis AI untuk Meningkatkan Keterampilan Dosen dalam Mendesain Pembelajaran Daring Mawarni, Sella; Fitriastuti, Fatsyahrina; Haryanto, Eri; Ibrahim, Nurwahyuningsih; Syah, Maenuddin Bustanil
PENGABDI PENGABDI: VOL. 6, NO.2 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pengabdi.v6i2.81330

Abstract

Abstrak. Pembelajaran daring menjadi salah satu pola pembelajaran yang banyak diadaptasi, khususnya dalam lingkungan perguruan tinggi. Mendesain sebuah pembelajaran daring memiliki komponen yang berbeda dibandingkan pembelajaran tatap muka. Salah satu perbedaannya yakni pola interaksi antara dosen dan mahasiswa yang menyebabkan rendahnya keterlibatan mahasiswa dalam pembelajaran daring. Mitra pada kegiatan workshop ini adalah Universitas Janabadra Yogyakarta. Kegiatan workshop ini bertujuan untuk meningkatkan pemahaman dan keterampilan dosen-dosen Universitas Janabadra dalam mendesain pembelajaran daring di platform LMS Janalearning. Materi workshop juga dikaitkan dengan pemanfaatan AI untuk mendesain pembelajaran daring yang menarik dan interaktif. Metode yang digunakan dalam workshop ini mencakup presentasi materi, tutorial & praktik terbimbing, dan diskusi. Paparan materi disajikan sebagai fondasi terkait konsep desain pembelajaran daring dan beberapa aplikasi AI yang dapat digunakan dosen untuk melengkapi kebutuhan konten pembelajaran daring. Pada sesi tutorial & praktik terbimbing dosen dipandu secara step-by-step untuk dapat menghasilkan sebuah konten menggunakan aplikasi AI serta strategi mengintegrasikannya kedalam pembelajaran daring. Hasil diskusi, evaluasi dan refleksi yang dilaksanakan pada akhir workshop menunjukkan antusiasme yang tinggi dari peserta serta peningkatan kompetensi pedagogik khususnya dalam memanfaatkan AI kedalam pembelajaran daring. Kata Kunci: Workshop, Pembelajaran Daring, AI, Kecerdasan Buatan, Learning Management System.
Analyzing Teachers’ Needs for Digital-Based Collaborative Training Toward Quality Inclusive Education Bastiana, Bastiana; Syamsuddin, Syamsuddin; Maenuddin Bustanil Syah; Reza Hadiwijaya Dynasti
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3337

Abstract

Inclusive education requires effective collaboration between regular teachers and special education teachers to ensure equitable learning opportunities for all students. Although teacher collaboration has been widely discussed in inclusive education literature, limited research has examined teachers’ needs for digital-based collaborative training that supports structured collaboration through digital technology. In many inclusive schools, collaborative practices are still constrained by limited digital competence and the lack of systematic professional development programs. This study aims to analyze teachers’ needs for digital-based collaborative training in inclusive education settings as a preliminary needs analysis for developing a collaborative training model.  The study employed a quantitative descriptive design involving 20 teachers from inclusive schools in Makassar, consisting of 10 special education teachers and 10 regular teachers, selected using purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistical analysis (percentage) to identify the level and dimensions of teachers’ training needs. The findings indicate that teachers demonstrate a high need for strengthening digital literacy to support collaborative practices, particularly in the use of educational technology for communication, joint lesson planning, and instructional coordination between teachers. Teachers also report a strong need to improve collaborative competencies and develop structured strategies for implementing collaborative learning in inclusive classrooms. These findings provide empirical evidence for determining teachers’ professional development priorities and contribute to the development of digital-based collaborative training models that strengthen teachers’ digital competence and support more effective collaborative practices in inclusive education.
Paradoks Penggunaan ChatGPT dalam Pendidikan Tinggi: Studi Literatur Sistematis tentang Manfaat Akademik dan Risiko Ketergantungan Kognitif Mahasiswa Maenuddin Bustanil Syah
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 5.D (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

The rapid adoption of ChatGPT in higher education has produced a paradox between expanding academic benefits and the emergence of cognitive dependence risks among university students. This study aims to identify the dominant forms of academic benefits, map the indicators of cognitive dependence, and analyze how the relationship between these two dimensions has been conceptualized in recent literature. A Systematic Literature Review approach was employed, following the PRISMA 2020 guidelines. The literature search was conducted in the Scopus database for English-language peer-reviewed journal articles published between 2023 and 2025. Methodological quality was appraised using the Mixed Methods Appraisal Tool, and a thematic synthesis was applied to the included studies. The synthesis revealed two opposing clusters of findings. On one hand, ChatGPT was consistently reported to enhance academic performance, learning efficiency, and support for writing tasks and formative feedback. On the other hand, its use without pedagogical scaffolding triggered cognitive offloading, weakened critical thinking, and fostered over-reliance on AI-generated outputs. The relationship between benefits and risks is contextual, contingent upon instructional design and students' AI literacy rather than being intrinsic to the technology itself. These findings underscore the need for institutional policy frameworks and integration of AI literacy into the curriculum to position ChatGPT as a reflective dialogic partner rather than a cognitive substitute.
Pemanfaatan Kecerdasan Artifisial dalam Multimedia Pembelajaran di Sekolah Dasar: Studi Literatur Sistematis Maenuddin Bustanil Syah
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.A (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

This study aims to map research trends, identify types of artificial intelligence (AI) technologies employed, analyse their effectiveness on student learning outcomes, and identify research gaps in the utilisation of AI-based learning multimedia at the elementary school level. A systematic literature review (SLR) guided by the PRISMA 2020 protocol was conducted across three internationally reputable databases Scopus, Web of Science, and ERIC yielding 29 selected articles from 15 countries (2021–2025) through a rigorous selection process (κ = 0.83). Findings reveal an accelerating growth in publications dominated by East and Southeast Asian countries. Seven categories of AI technology were mapped: adaptive learning systems, augmented reality, conversational AI agents, AI-powered digital games, virtual reality, learning analytics, and generative AI. Cross-study evidence consistently demonstrates the effectiveness of AI-integrated multimedia in improving academic achievement, motivation, and learning personalisation. Five critical research gaps were identified: the scarcity of longitudinal studies, limited research in non-WEIRD contexts, insufficient attention to ethics and data privacy, minimal AI integration in non-core subjects, and the absence of comprehensive teacher professional development frameworks for AI implementation.
Co-Authors Ardianto, Deny Tri Asrowi Asrowi Asrowi Baids, Fajrin Bastiana Bastiana Dedy Aswan Deny Tri Adianto Farida Febriati Fatsyahrina Fitriastuti Hartoto Hartoto Hartoto Haryanto, Eri Ibrahim, Nur Wahyuningsih Muhammad Rais Nur, Miftahu Nuraini Yusuf Nurwahyuni Ragil Rayhani Ichsan Reza Hadiwijaya Dynasti Sella Mawarni Syamsuddin Syamsuddin Yanti, Nur Eva Yusuf, Nuraini