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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Abdi Masyarakat Indo-MathEdu Intellectuals Journal Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Journal of Educational Studies
Syahrir Syahrir
Universitas Pendidikan Mandalika
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Integrating Artificial Intelligence and Educational Evaluation for Improving Teacher Professional Competence Syahrir; A. Fandir; Nurfidah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2413

Abstract

The integration of digital technology in education has significantly transformed evaluation practices and teacher professional development. However, many educational institutions still rely on conventional evaluation systems that emphasize administrative reporting rather than providing meaningful feedback for improving instructional quality. This study examines the integration of artificial intelligence (AI) in educational evaluation to support reflective teaching and data-driven professional development. A mixed-method sequential explanatory design was employed, involving 120 teachers and school administrators from junior high schools in West Nusa Tenggara, Indonesia. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, while qualitative data from interviews and document analysis were examined using thematic analysis. The findings reveal a high level of teacher acceptance of AI-based evaluation systems, with an overall mean score of 4.28 (very positive category). The highest-rated aspect was continuous feedback provision (M = 4.36), followed by comprehensive evaluation data (M = 4.32). Qualitative findings indicate that AI-based evaluation enhances teachers’ understanding of classroom interaction patterns, student engagement, and instructional effectiveness. These findings demonstrate that AI-assisted evaluation systems contribute to more effective monitoring of teaching performance and strengthen evidence-based instructional decision-making. This study provides empirical evidence for the development of AI-integrated evaluation frameworks that support sustainable improvement in teaching quality and teacher professional competence.
An Artificial Intelligence-Based Mathematics Education Evaluation Model To Improve Research Quality In Higher Education Institutions Syahrir Syahrir; A. Fandir
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 4 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i4.1927

Abstract

The low accuracy and objectivity of manual evaluation of mathematics learning in higher education impacts the quality of student research. This study aims to develop an Artificial Intelligence (AI)-based evaluation model to improve the effectiveness of assessment and the quality of mathematics education research. The method used was Research and Development (R&D) with a modified Borg & Gall model, encompassing needs analysis, design, expert validation, and limited trials. The resulting model consists of four main components: Data Input, AI Processing, Assessment Output, and Feedback System, all connected through a feedback loop. Validation results showed a "very valid" validity level (average >3.6), while trials demonstrated a 25–30% increase in assessment consistency between lecturers. The AI system was also able to detect student conceptual errors quickly and accurately. The results confirm that this model is effective in improving the objectivity, efficiency, and quality of student research. The study recommends the development of a machine learning-based feedback loop and the integration of the model into the campus Learning Management System (LMS).
Enhancing School Principals' Discipline Character through Transformational Leadership Training in Praya District Raden Sumiadi; Syahrir Syahrir; Supriadin Supriadin; Adi Purmanto
Abdi Masyarakat Vol. 8 No. 1 (2026): Abdi Masyarakat
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/kdja9697

Abstract

Principals are educational leaders who play a crucial role in building an effective, professional, and character-based work culture within the school environment. One of the characteristics that principals need to possess and strengthen is discipline, as this character influences the quality of school management, teacher performance, and the achievement of educational goals. However, various challenges in school management, such as suboptimal time management, consistent program implementation, and oversight of task implementation, indicate the need for efforts to strengthen the disciplined character of principals. One strategy that can be implemented is through transformational leadership training oriented towards increasing leadership capacity, exemplary behavior, motivation, and commitment to change. This activity aims to improve the understanding and ability of principals in applying the principles of transformational leadership as a means of strengthening the character of discipline. The training was conducted through a participatory approach that included material delivery, group discussions, case studies, self-reflection, and the development of follow-up plans. Participants were principals in Praya District who were from elementary school education levels. The results of this activity were an increased understanding of the concept of transformational leadership, a growing awareness of the importance of discipline as a core leadership value, and an increased ability to manage time, implement school programs consistently, and serve as role models for the school community. Furthermore, this activity can also encourage the development of a sustainable culture of discipline within the school environment through inspirational leadership practices oriented toward positive change.
Development of GeoGebra in problem-based learning to enhance students' mathematical critical thinking skills Ade Kurniawan; Masjudin; Yuntawati; Eliska Juliangkary; Reny Amalia Permata; Syahrir; Ahmad Muzaki
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33246

Abstract

This study is motivated by students' low critical thinking skills, particularly in three-dimensional geometry. Moreover, the limited availability of effective interactive learning media impedes the development of these skills. Three-dimensional geometry requires a more engaging and interactive approach to enhance understanding. This study aims to develop GeoGebra-based learning media within the Problem-Based Learning model to enhance students' critical thinking skills in mathematics. The research method employed is Research and Development using the ADDIE design model. The study subjects consist of eighth-grade students. The research instruments include validation sheets, practicality questionnaires, and tests. The validation results indicate that the GeoGebra validation score is reaching 95.16% (highly valid). The practicality test showed an average score of 96.09% (highly practical). The obtained N-Gain score of 0.7655 (high category) indicates an improvement in students' critical thinking abilities. The findings of this study conclude that the use of GeoGebra in PBL-based learning is effective in enhancing students' mathematical critical thinking skills and can serve as an innovative alternative for teaching three-dimensional geometry. The findings of this study have positive implications for enhancing students' critical thinking skills through the integration of interactive learning tools such as GeoGebra, which can improve engagement and understanding in mathematics.
Reconstructing Islamic Education Values in the Three Day Khuruj Activities of Jamaah Tabligh as a Model for Strengthening Vocational Students’ Character Raden Sumiadi; Gita Sarwadi; Syahrir
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 5 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v5i2.4542

Abstract

This study is motivated by the growing need for character-strengthening models for vocational students that emphasize not only technical competencies but also the development of religious character, integrity, responsibility, discipline, and social concern. Although various approaches to character education have been developed, research positioning experiential religious activities as a source of character learning remains limited. One activity with significant potential in this regard is the three-day khuruj conducted by Jamaah Tabligh, which incorporates educational practices emphasizing religious habituation, da'wah, discipline, cooperation, independence, simplicity, and the strengthening of social relationships. This study aims to reconstruct the Islamic educational values embedded in the three-day khuruj activity into a model for strengthening vocational students' character, using a qualitative case study approach conducted within a Jamaah Tabligh community that routinely engages in three-day khuruj activities. Participants included amir, khuruj participants, former khuruj participants, community leaders, and academics. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed interactively through data reduction, data display, and conclusion drawing and verification, with credibility ensured through source, methodological, and time triangulation. The findings indicate that the three-day khuruj embodies Islamic educational values internalized through habituation, role modeling, direct experience, spiritual reflection, and social interaction—including sincerity, discipline, responsibility, independence, ukhuwah Islamiyah, social concern, simplicity, trustworthiness, leadership, communication, cooperation, self-control, istiqamah, and time management. These values were subsequently reconstructed into a character-strengthening model emphasizing direct experience as the core mechanism for sustainable character formation, offering a contextual and applicable approach to developing vocational human resources who are professional, possess integrity, and demonstrate noble character.
Co-Authors A. Fandir Ade Kurniawan Ade Kurniawan Adi Purmanto Ahmad Muzaki Ali Imran Amirulmukminin Amirulmukminin Azra Fauzi Deni Sawitri Eliska Juliangkary Elma Heliati Fahmi, Samsul Fitria Sarnita Hendrawadi, Yayan Hidayah, Novianti Imam Nursyahied Kusnadin Kusnadin Kusnadin, Kusnadin Lisda Ramdhani Mahatma Mahatma Masjudin Muhamad Ikhsan Muhammad Salahuddin Muhammad Yamin Nune Wire Panji Sakti Nurfidah Nurhayati Nurhayati Raden Sumiadi Reny Amalia Permata Rindawan, Salabi, dan Baiq Susdiana Fibrianti Rizcky Juliawan Sarwadi, Gita Sugeng Priyanto Syarifoeddin, Elya Wibawa W Widia Wa Jumina Wa Jumina Yuntawati Zainal Abidin