Garuda - Garba Rujukan Digital

Promoting Reflective Thinking through Journal Assignment in Edmodo Baskara, FX. Risang
Jurnal Linguistik Terapan Vol 7 No 2 (2017)
Publisher : Politeknik Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research was an investigation to explore the use of Edmodo as a reflective platform in the learning processes of English as a Foreign Language (EFL) students. The students made use of Edmodo as a platform to critically reflect on their learning processes. Thirty-five students in Information and Technology class in Sanata Dharma University in Yogyakarta participated in this research. One lecturer created an Edmodo account for use as a journal assignment so that the student could engage in and examine their own reflection process. The data collected were qualitative, consisting of studentsâ€™ posting messages and comments on the Edmodo, surveys on the studentsâ€™ reflective experiences using Edmodo as reflection tools, and group reflective dialogues recorded by lecturer in class meetings over the implementation of Edmodos during the course. The positive implications for the use of Edmodo as a medium to provide and promote critical reflection for EFL students were also investigated.

Analysis of Humor on Cartoon Comics "Be Like Bro": Pragmatics Study Anindita Dewangga Puri; FX. Risang Baskara
Journal of Pragmatics Research Vol 1, No 1 (2019): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

This article aims to identify the types of violation of conversational maxims created by cartoon comic entitled “Be Like Bro” in the English version and also to describe how the humorous situation can be created from those violations. There are two findings in this research. First, those six data show that there is a violation of conversational maxims, which are the maxim of quantity, the maxim of relevance, and the maxim of manner. Those six data also show that the humorous situation is creating by incongruent meaning in the conversation and releasing the feeling. Keywords: humor, cooperative principles, context, pragmatics

Revolutionising higher education: A theoretical discourse on the C-L-E-A-R approach for AI integration Baskara, FX. Risang
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023): The Proceedings of the English Language Teaching, Literature, and Translation (ELTLT
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Academic discourse increasingly highlights the growing role of generative Artificial Intelligence (AI) tools in higher education. This research paper provides an in-depth theoretical analysis of an innovative methodology, termed the C-L-E-A-R approach, that advocates for a responsible, pedagogically grounded strategy for integrating AI tools into teaching and learning processes. While acknowledging AI's potential to transform education, substantial literature predominantly revolves around practical applications, leaving the theoretical analysis a less-trodden avenue. Thus, this research seeks to fill the gap, applying the lenses of five educational theories: Technological Determinism, Engaged Learning Theory, Constructivist Theory, Authentic Assessment Theory, and Responsible Conduct of Research (RCR) theory, to each phase of the C-L-E-A-R approach, respectively. Significant challenges arise with AI integration, such as issues concerning academic integrity, pedagogical adaptations, and the need for a comprehensive understanding of AI functionalities and limitations. This paper probes these pertinent issues, concurrently exploring the ethical implications of AI usage. Utilising rigorous theoretical exploration, this work offers profound insights into the transformative potential of AI in education, contributing a fresh perspective to the existing body of knowledge. The research unfolds significant implications for higher education stakeholders, underscoring the pivotal role of AI integration and the necessity of adopting comprehensive, theoretically informed approaches for an effective transformation.

The Promises and Pitfalls of Using Chat GPT for Self-Determined Learning in Higher Education: An Argumentative Review Baskara, FX. Risang
Prosiding Seminar Nasional Fakultas Tarbiyah dan Ilmu Keguruan IAIM Sinjai Vol 2 (2023): Volume 2 Tahun 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/sentikjar.v2i0.1825

The potential of artificial intelligence language models, such as Chat GPT, to support self-determined learning in higher education has garnered increasing attention from educators, researchers, and policymakers. However, the promises and pitfalls of using Chat GPT for self-determined learning remain subject to debate and warrant further exploration. In this argumentative review, we examine the central questions and statements of the problem related to the use of Chat GPT for self-determined learning in higher education. We synthesise and critically evaluate the existing literature on the potential of Chat GPT to support self-directed and self-determined learning and highlight the main challenges and concerns associated with its use. According to our analysis, Chat GPT promises to improve self-determined learning by offering individualised feedback, resources, and assistance to learners that can foster their acquisition of knowledge and skills. However, using Chat GPT in self-determined learning also raises ethical and pragmatic concerns. These include issues about privacy, data security, and algorithmic bias, which could compromise the effectiveness and reliability of Chat GPT-based interventions. We posit that while the potential benefits of Chat GPT for self-determined learning are significant, they must be weighed against its potential drawbacks. As such, the design, implementation, and assessment of Chat GPT-based higher education interventions must be carefully considered. Our results indicate that the advancement of Chat GPT-based interventions for self-determined learning in higher education necessitates a nuanced and multidisciplinary approach that considers the viewpoints of educators, researchers, learners, and other interested stakeholders.

Peran Penting "Friksi" dalam Pembelajaran di Era Generative AI Baskara, FX. Risang
Prosiding Seminar Nasional Fakultas Tarbiyah dan Ilmu Keguruan IAIM Sinjai Vol 3 (2024): Volume 3 Tahun 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/sentikjar.v3i0.3130

Seiring dengan meningkatnya popularitas pemanfaatan alat-alat kecerdasan buatan generatif (Generative Artificial Intelligence) seperti ChatGPT dalam dunia pendidikan yang menjanjikan efisiensi dan pengalaman pembelajaran tanpa hambatan ("frictionless"), muncul pula perspektif kritis yang mempertanyakan dampaknya terhadap proses belajar-mengajar yang sesungguhnya. Artikel ini bertujuan untuk menganalisis secara teoritis pentingnya peran "friksi" atau hambatan dalam pembelajaran dan mengapa ia merupakan fitur esensial yang tidak dapat dihilangkan begitu saja dalam konteks pendidikan. Argumen utama yang diajukan adalah bahwa friksi, yang melibatkan upaya, alokasi waktu, dan penerapan pengetahuan sebelumnya, diperlukan agar pembelajaran yang bermakna dan berkelanjutan dapat terjadi. Melalui tinjauan literatur dari para pakar, kerangka teoritis dari pedagogi dan psikologi kognitif, serta diskusi implikasinya bagi para pendidik, artikel ini mengelaborasi bagaimana pendekatan kritis terhadap literasi AI yang justru menambah friksi dalam PROSIDING Vol.1 No.1 2022 SENTIKJAR 2 . sistem pembelajaran dapat memperkaya dan memperdalam proses belajar, alih-alih menghambatnya. Mempertanyakan dampak AI, menelaah keterbatasannya, mengeksplorasi bias yang terkandung, serta mendiskusikan aspek etisnya merupakan aktivitas yang dapat menstimulasi pemikiran kritis dan reflektif. Guru sebaiknya tidak hanya memburu efisiensi waktu melalui otomatisasi dan meniadakan friksi, melainkan memanfaatkan teknologi secara bijaksana sekaligus memperdalam keterlibatan siswa secara bermakna dalam proses pembelajaran.

ChatGPT and Google Gemini in EFL Education: A Qualitative Exploration of Pedagogical Efficacy among Indonesian Sophomores Baskara, FX. Risang
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9926

As generative language models like ChatGPT and Google Gemini gain prominence in education, their efficacy in specific contexts, such as Indonesian English as a Foreign Language (EFL) instruction, still needs to be explored. This study investigates the pedagogical affordances and constraints of these models as perceived by Indonesian EFL sophomores, aiming to understand their contribution to active learning in language acquisition. Using a qualitative approach, we conducted open-ended questionnaires with 40 sophomore students from an Indonesian university's English department. Thematic content analysis was employed to analyse the data. Findings reveal that ChatGPT offers authentic conversational simulations and versatile content-based instruction, while Google Gemini's strength lies in its multilingual capabilities. However, limitations such as linguistic complexity and rigid conversational structures were also identified. The study suggests these models can enhance active learning experiences, particularly in conversational practice and interdisciplinary content exploration, though their efficacy depends on factors like learner proficiency and internet access. We conclude that integrating these models into EFL instruction requires careful consideration of their affordances and limitations. This study contributes culturally-specific insights to AI in education research, with implications for curriculum designers, educators, and policymakers in developing countries, emphasising the need for adaptive and inclusive approaches in AI-enhanced EFL education.

PERSONALISED LEARNING WITH AI: IMPLICATIONS FOR IGNATIAN PEDAGOGY Baskara, FX. Risang
International Journal of Educational Best Practices Vol. 7 No. 1 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.1.1-16

Artificial intelligence (AI) has the potential to transform education by enabling personalized learning experiences, fostering collaboration and communication, and cultivating critical thinking and problem-solving skills. However, ethical issues such as privacy, bias, and the impact of technology on values and beliefs must be considered. This paper explores the implications of integrating AI into education from the perspective of Ignatian pedagogy, a Jesuit-inspired educational approach rooted in certain principles and values. Drawing on a comprehensive review of existing literature on AI in education and Ignatian pedagogy, this paper investigates how AI can support the goals of Ignatian pedagogy while addressing ethical concerns. The paper presents examples of AI use in educational settings, highlighting the potential benefits and ethical challenges. Notably, there is a gap in research on how AI aligns with the values and goals of different educational approaches, including Ignatian pedagogy. To address this gap, this paper examines the potential of AI to support Ignatian pedagogy and identifies critical ethical considerations that should be addressed. Our findings suggest that AI has the potential to support Ignatian pedagogy, but such integration requires thoughtful consideration of ethical issues. Further research is needed to evaluate the potential of AI to support Ignatian pedagogy and other educational approaches while addressing ethical concerns such as privacy, bias, and the impact of technology on values and beliefs.

ChatGPT and Personalised Learning: Reshaping Pedagogical Approaches in the VUCA Age Baskara, FX. Risang
Jurnal Educative: Journal of Educational Studies Vol. 8 No. 2 (2023): December 2023
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v8i2.7620

This paper explores the impact of OpenAI's ChatGPT on personalized learning in higher education during the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) era. It investigates how ChatGPT can improve individualized learning to tackle VUCA challenges in higher education. Although previous studies have noted AI's potential in education, there's limited in-depth research on ChatGPT's role in personalized learning. This study stands out by providing new insights into the intersection of AI and higher education pedagogy through a theoretical analysis based on primary and secondary data sources, including academic literature and case studies. Key findings show that ChatGPT's advanced language capabilities can create personalized learning environments, addressing VUCA challenges. It suggests that AI tools like ChatGPT are crucial for pedagogical innovation and student engagement, marking a significant shift in education where traditional methods meet technological advancements. These findings have important implications for educators, policymakers, and AI developers, highlighting the need to integrate AI tools like ChatGPT in higher education curricula to improve teaching and learning experiences, and prepare students for a dynamic world. The paper concludes by urging further academic research to explore the broader implications of AI in education and address the challenges of this transformative process.Makalah ini mengeksplorasi dampak ChatGPT dari OpenAI terhadap pembelajaran personalisasi dalam pendidikan tinggi di era VUCA (Volatility, Uncertainty, Complexity, Ambiguity). Makalah ini menyelidiki bagaimana ChatGPT dapat meningkatkan pembelajaran individual untuk mengatasi tantangan VUCA dalam pendidikan tinggi. Meskipun studi sebelumnya telah mencatat potensi AI dalam pendidikan, penelitian mendalam mengenai peran ChatGPT dalam pembelajaran personalisasi masih terbatas. Studi ini menonjol dengan memberikan wawasan baru tentang persinggungan AI dan pedagogi pendidikan tinggi melalui analisis teoritis berdasarkan sumber data primer dan sekunder, termasuk literatur akademik dan studi kasus. Temuan utama menunjukkan bahwa kemampuan bahasa canggih ChatGPT dapat menciptakan lingkungan pembelajaran yang personalisasi, menangani tantangan VUCA. Makalah ini menyarankan bahwa alat AI seperti ChatGPT sangat penting untuk inovasi pedagogi dan keterlibatan siswa, menandai pergeseran penting dalam pendidikan di mana metode tradisional bertemu dengan kemajuan teknologi. Temuan ini memiliki implikasi penting bagi pendidik, pembuat kebijakan, dan pengembang AI, menyoroti perlunya mengintegrasikan alat AI seperti ChatGPT dalam kurikulum pendidikan tinggi untuk meningkatkan pengalaman mengajar dan belajar, serta mempersiapkan siswa untuk dunia yang dinamis. Makalah ini menyimpulkan dengan mendesak penelitian akademik lebih lanjut untuk mengeksplorasi implikasi yang lebih luas dari integrasi AI dalam pendidikan dan mengatasi tantangan proses transformasi ini.

Machine Learning Meets Pedagogy: ChatGPT's Transformative Potential in Higher Education Learning Spaces Baskara, FX. Risang
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.32779

In an era marked by rapid technological advancements intersecting with educational practices, the current inquiry focuses on the transformative potential of machine learning models, specifically ChatGPT, within higher education learning environments. Central to the discourse is the question: To what extent can ChatGPT function as a transformative tool in these educational spaces? While existing literature ventures into the capabilities of ChatGPT for simplistic tasks such as text generation, a comprehensive argumentative review that scrutinises its pedagogical applications remains conspicuously absent. This lacuna in academic scholarship necessitates the present study, which employs a multidisciplinary framework incorporating active learning theories, blended pedagogical models, and critical pedagogy. Through a meticulous dissection of empirical evidence, the investigation reveals ChatGPT's potential to enhance student engagement, enriching the curriculum and posing new ethical considerations. Significance emanates from the nuanced understanding and critical appraisal of ChatGPT's role, limitations, and ethical dilemmas in higher education, thereby contributing to a burgeoning field at the intersection of machine learning and pedagogy.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search