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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Walisongo Journal of Chemistry Jurnal Ilmiah Mandala Education (JIME) Hydrogen: Jurnal Kependidikan Kimia Abdi Masyarakat JPIn : Jurnal Pendidik Indonesia Hydrogen: Jurnal Kependidikan Kimia Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Empiricism Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Bakti Sekawan : Jurnal Pengabdian Masyarakat International Journal of Essential Competencies in Education Journal of Authentic Research INTAN CENDEKIA: JURNAL PENGABDIAN MASYARAKAT Multi Discere Journal Sasambo: Jurnal Abdimas (Journal of Community Service)
Hulyadi, Hulyadi
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Integrasi Artificial Intelligence dalam Pembelajaran STEM: Praktik Pedagogis, Hasil Belajar, dan Tantangan Sukarma, I Ketut; Hulyadi, Hulyadi
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ydbcc937

Abstract

Perkembangan kecerdasan artifisial (artificial intelligence/AI) memperluas cara pembelajaran Science, Technology, Engineering, and Mathematics (STEM) dirancang, dilaksanakan, dan dinilai. Kajian ini bertujuan mensintesis bentuk aplikasi AI, praktik pedagogis, hasil belajar, serta tantangan implementasinya dalam pembelajaran STEM. Kajian menggunakan pendekatan integrative literature review terstruktur terhadap 30 publikasi inti yang terbit pada 2019–2025. Literatur ditelusuri melalui metadata ilmiah, indeks pendidikan, dan laman penerbit menggunakan kombinasi kata kunci STEM education, artificial intelligence, generative AI, intelligent tutoring system, adaptive learning, learning analytics, educational robotics, dan learning outcomes. Artikel dipilih apabila membahas penggunaan atau pembelajaran AI dalam konteks sains, matematika, teknik, teknologi, atau STEM terintegrasi. Sintesis tematik menunjukkan empat pola aplikasi utama: sistem tutor dan pembelajaran adaptif, AI generatif untuk penjelasan serta pembuatan kode, analitika dan asesmen berbantuan AI, serta robotika dan aktivitas literasi AI. AI dapat mempercepat umpan balik, mendukung diferensiasi, memperluas eksplorasi ide, dan meningkatkan penyelesaian tugas. Namun, bukti tentang pemahaman konseptual, transfer, kreativitas, dan pemecahan masalah jangka panjang masih tidak merata. Manfaat paling konsisten muncul ketika AI ditempatkan sebagai scaffolding dalam inkuiri, problem-based learning, project-based learning, atau engineering design, disertai verifikasi sumber dan refleksi. Implementasi menghadapi risiko ketergantungan, halusinasi, bias, privasi, integritas akademik, kesenjangan akses, dan keterbatasan kompetensi guru. Kajian menyimpulkan bahwa AI perlu diposisikan sebagai mitra berpikir yang diawasi manusia, bukan pengganti penalaran peserta didik. Advances in artificial intelligence (AI) are expanding how Science, Technology, Engineering, and Mathematics (STEM) learning is designed, enacted, and assessed. This review synthesizes AI applications, pedagogical practices, learning outcomes, and implementation challenges in STEM education. A structured integrative literature review was conducted on 30 core publications from 2019–2025. Literature was identified through scholarly metadata services, education indexes, and publisher websites using combinations of STEM education, artificial intelligence, generative AI, intelligent tutoring system, adaptive learning, learning analytics, educational robotics, and learning outcomes. Publications were included when they examined AI use or AI learning in science, mathematics, engineering, technology, or integrated STEM contexts. The thematic synthesis identified four dominant application patterns: intelligent tutoring and adaptive learning, generative AI for explanation and code production, AI-supported analytics and assessment, and robotics or AI literacy activities. AI can accelerate feedback, support differentiation, broaden idea exploration, and improve task completion. Evidence for durable conceptual understanding, transfer, creativity, and long-term problem-solving remains uneven. Benefits are most credible when AI functions as scaffolding within inquiry, problem-based learning, project-based learning, or engineering design and when learners must verify sources, justify decisions, and reflect on AI contributions. Major challenges include over-reliance, hallucination, bias, privacy, academic integrity, unequal access, and limited teacher capacity. AI should therefore be treated as a human-supervised cognitive partner rather than a substitute for learners’ reasoning.
Pelatihan Pemanfaatan Artificial Intelligence secara Etis dan Bertanggung Jawab dalam Penyusunan Makalah Akademik Mahasiswa Farmasi Bayani, Faizul; Jupriadi, Lalu; Muhali, Muhali; Prayogi, Saiful; Hulyadi, Hulyadi; Suryati, Suryati; Mashami, Ratna Azizah
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5791

Abstract

Pemanfaatan artificial intelligence (AI) dalam pendidikan tinggi semakin meningkat, termasuk dalam penyusunan makalah akademik mahasiswa. Namun, mahasiswa Farmasi masih menghadapi kendala dalam mencari referensi ilmiah yang valid, menyusun latar belakang, membuat sitasi, melakukan parafrase, dan menggunakan AI secara etis. Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi mahasiswa S1 dan D3 Farmasi semester 4 dalam menggunakan AI sebagai alat bantu penyusunan makalah pada mata kuliah Fitokimia 1 dan Fitokimia. Peserta terdiri atas [isi jumlah peserta] mahasiswa yang dibagi ke dalam tujuh kelompok. Metode kegiatan meliputi persiapan, pelatihan literasi dan etika AI, praktik prompt engineering, pencarian dan validasi referensi ilmiah, penyusunan makalah, presentasi kelompok, dan evaluasi produk akhir menggunakan rubrik deskriptif. Materi pelatihan mencakup batasan penggunaan AI, integritas akademik, validasi referensi melalui scite.ai atau aplikasi sejenis, parafrase, sitasi, dan struktur makalah. Hasil evaluasi menunjukkan bahwa tujuh kelompok menghasilkan makalah pada topik poliketida, terpenoid, peptida, fenol, alkaloid, flavonoid, dan glikosida. Rata-rata skor akhir adalah 83,4 pada kategori baik. Capaian terkuat terdapat pada kesesuaian topik, sistematika, dan kedalaman pembahasan, sedangkan validasi referensi, konsistensi sitasi, dokumentasi penggunaan AI, dan penyuntingan bahasa masih perlu diperkuat. Kegiatan ini menunjukkan bahwa pelatihan AI berbasis etika berpotensi membantu mahasiswa menyusun makalah Fitokimia secara lebih sistematis dan mendorong kesadaran awal terhadap validasi sumber serta integritas akademik. Training on the Ethical and Responsible Use of Artificial Intelligence in Pharmacy Students’ Academic Paper Writing  Abstract The use of artificial intelligence (AI) in higher education is increasing, including in students’ academic writing. However, pharmacy students still face challenges in finding valid scientific references, developing background sections, applying citations, paraphrasing, and using AI ethically. This community service program aimed to guide fourth-semester undergraduate and diploma pharmacy students in using AI as a supporting tool for preparing academic papers in Phytochemistry 1 and Phytochemistry courses. The participants consisted of [insert number] students divided into seven groups. The program included preparation, AI literacy and ethics training, prompt engineering practice, scientific reference searching and validation, guided paper writing, group presentations, and final product evaluation using a descriptive rubric. The training materials covered acceptable AI use, academic integrity, reference validation using scite.ai or similar tools, paraphrasing, citation practices, and academic paper structure. The evaluation results showed that the seven groups produced papers on polyketides, terpenoids, peptides, phenols, alkaloids, flavonoids, and glycosides. The average final score was 83.4, categorized as good. The strongest aspects were topic relevance, paper organization, and depth of discussion, whereas reference validation, citation consistency, AI-use documentation, and academic editing still required improvement. This program indicates that ethics-based AI training can help students prepare more systematic Phytochemistry papers and foster early awareness of source validation and academic integrity.
Pemberdayaan Masyarakat Desa Bengkaung melalui Pelatihan Pembuatan Black Soap Berbasis Minyak Jelantah dan Karbon Aktif Hulyadi, Hulyadi; Sukarma, I Ketut; Samsuri, Taufik; Asy'ari, Muhammad; Azmi, Irham; Hunaepi, Hunaepi; Mirawati, Baiq; Fitriani, Herdiyana
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5835

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan memberdayakan ibu-ibu PKK Desa Bengkaung, Kecamatan Batulayar, Kabupaten Lombok Barat, melalui pelatihan pembuatan black soap berbasis minyak jelantah dan karbon aktif dari limbah ayakan arang kelapa. Permasalahan utama mitra adalah belum optimalnya pemanfaatan limbah ayakan arang kelapa yang diperkirakan mencapai 200 kg per hari dan limbah minyak jelantah dari kawasan kuliner dan pariwisata sekitar desa yang diperkirakan mencapai 50 liter per hari. Kegiatan dilaksanakan pada 18–19 April 2025 di Balai Desa Bengkaung dengan melibatkan 32 anggota PKK sebagai peserta. Metode kegiatan dirancang secara partisipatif melalui FGD, sosialisasi, pelatihan, penerapan teknologi sederhana, pendampingan, dan evaluasi. Teknologi yang ditransfer meliputi aktivasi arang halus menggunakan larutan KOH 15%, pemurnian minyak jelantah melalui adsorpsi karbon aktif, serta pembuatan sabun padat melalui reaksi saponifikasi. Hasil evaluasi menunjukkan peningkatan rata-rata skor pengetahuan peserta dari 41,6 (pretest) menjadi 79,3 (posttest) atau meningkat 90,6%. Sebanyak 27 dari 32 peserta (84,4%) berhasil membuat sabun secara mandiri, menghasilkan 64 batang prototipe black soap. Uji mutu menunjukkan pH rata-rata 9,3 (rentang 8,9–9,7) dan kadar air 14,2%, keduanya memenuhi standar SNI 06-3532. Program ini berkontribusi pada peningkatan literasi lingkungan, keterampilan produktif perempuan, peluang usaha rumah tangga, dan pengurangan pencemaran limbah, serta relevan dengan SDGs tujuan 3, 5, 8, 12, dan 13. Community Empowerment in Bengkaung Village through Black Soap Production Training Based on Waste Cooking Oil and Activated Carbon Abstract This community service program aims to empower women of the Family Welfare Movement (PKK) in Bengkaung Village, Batulayar District, West Lombok Regency, through training in black soap production using waste cooking oil and activated carbon derived from coconut charcoal sieve residues. The main partner problems are the underutilization of coconut charcoal residues estimated at 200 kg per day and waste cooking oil from culinary and tourism activities around the village estimated at 50 liters per day. The program was implemented on April 18–19, 2025, at the Bengkaung Village Hall, involving 32 PKK members as participants. Activities were designed using a participatory approach through focus group discussions, socialization, training, simple technology application, mentoring, and evaluation. The transferred technology includes chemical activation of fine charcoal using 15% KOH solution, purification of waste cooking oil through activated carbon adsorption, and solid soap production through saponification. Evaluation results showed an increase in average knowledge scores from 41.6 (pretest) to 79.3 (posttest), representing a 90.6% improvement. A total of 27 of 32 participants (84.4%) successfully produced soap independently, yielding 64 black soap prototypes. Quality tests showed an average pH of 9.3 (range 8.9–9.7) and moisture content of 14.2%, both meeting SNI 06-3532 standards. The program contributes to improved environmental literacy, women’s productive skills, household business opportunities, and waste pollution reduction, in alignment with SDGs Goals 3, 5, 8, 12, and 13.
Penerapan Integrated Skills Model Melalui Pembelajaran Praktik Kerja Bengkel Untuk Meningkatkan Soft  Skills  Siswa  SMK Gargazi, Gargazi; Hulyadi, Hulyadi; Bayani, Faizul
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/z725hc19

Abstract

Pembelajaran praktik bengkel di SMK sering lebih menekankan penguasaan kompetensi teknis, sementara penguatan soft skills belum selalu diintegrasikan secara sistematis ke dalam aktivitas kerja yang autentik. Penelitian ini bertujuan meningkatkan tanggung jawab dan kerja sama siswa SMK pada praktik pemesinan bubut melalui integrated skills model sekaligus memastikan bahwa peningkatan soft skills tidak menurunkan unjuk kerja teknis. Penelitian menggunakan desain penelitian tindakan kelas yang dilaksanakan dalam enam siklus pada 30 siswa kelas XI Kompetensi Keahlian Teknik Pemesinan Bubut SMKN 3 Mataram tahun ajaran 2025/2026. Intervensi dilakukan melalui bimbingan teknis awal, pembagian kelompok kecil, pemberian job sheet, observasi perilaku, balikan guru, dan refleksi siswa pada setiap siklus. Data dikumpulkan menggunakan lembar observasi soft skills untuk menilai tanggung jawab dan kerja sama serta lembar observasi unjuk kerja untuk memantau capaian hard skills. Hasil menunjukkan peningkatan bertahap pada kedua aspek soft skills. Skor tanggung jawab meningkat dari 1,00 pada siklus I menjadi 3,77 pada siklus VI, sedangkan skor kerja sama meningkat dari 1,09 menjadi 3,80. Perubahan tersebut menunjukkan pergeseran perilaku dari kategori belum terlihat menuju sudah membudaya. Unjuk kerja teknis tetap stabil dengan rerata 2,9–3,2, standar deviasi 0,2–0,5, dan skewness negatif yang menunjukkan kecenderungan capaian lebih tinggi. Dengan demikian, integrated skills model berkontribusi pada penguatan tanggung jawab dan kerja sama siswa tanpa mengurangi kualitas praktik pemesinan bubut. Vocational workshop learning often prioritizes technical competence, whereas soft skills are not always systematically embedded in authentic work activities. This study aimed to improve vocational students’ responsibility and cooperation in lathe machining practice through the integrated skills model and to examine whether soft-skills improvement could be achieved without reducing technical performance. The study employed classroom action research conducted in six cycles involving 30 eleventh-grade students of the Lathe Machining Expertise Program at SMKN 3 Mataram in the 2025/2026 academic year. The intervention consisted of initial technical guidance, small-group organization, job-sheet-based practice, behavioral observation, teacher feedback, and student reflection in each cycle. Data were collected using a soft-skills observation sheet to assess responsibility and cooperation and a performance observation sheet to monitor students’ hard skills. The findings showed gradual improvement in both soft-skills dimensions. The responsibility score increased from 1.00 in cycle I to 3.77 in cycle VI, while the cooperation score increased from 1.09 to 3.80. These changes indicated a behavioral shift from not yet visible to habitually demonstrated. Students’ technical performance remained stable, with mean scores ranging from 2.9 to 3.2, standard deviations from 0.2 to 0.5, and negative skewness values indicating a tendency toward higher performance achievement. Therefore, the integrated skills model strengthened vocational students’ responsibility and cooperation without reducing the quality of lathe machining practice.
Co-Authors - Khaeruman Abd. Rasyid Syamsuri Ade Sukma Hamdani Agus Muliadi AHMADI Ahmadi Ahmadi Ahmadi Ahmadi Ali Imran Ali Imran Anita Fibonacci Asy’ari, Muhammad Azmi, Irham Baiq Asma Nufida Baiq Mirawati Bayani, Faizul Bilad, Muhammad Roil Bimaharyanto, Deden Eka Citra Ayu Dewi Dahlia Rosma Indah Darmatasyah Darmatasyah Darmatasyah, Darmatasyah Delila Idsa Amara Raymanda Devi Yuliana, Devi Endang Sudiana Fahrurrozi Fahrurrozi Faizul Bayani Faizul Bayani Firdaus, Laras Fitriani, Herdiyana Gargazi Gargazi Hamdani, Ade Sukma Hardianti, Dina Hasmawati Wahab Helmi Rahmawati Hendrawani Hendrawani Hendrawani Hendrawani Hendrawani, Hendrawani Hidayah, Thauhidayatul Huaida, Nurul Hunaepi, Hunaepi Husnul Hatimah Husnul Hatimah, Husnul I Ketut Sukarma Ida Wahyuni Ida Wahyuni Ika Nurani Dewi Ilyana, Nia Intan Dwi Hastuti Irma Utu Nganji Istin Fitriana Aziza Izzatunnisa Izzatunnisa Izzatunnisa Izzatunnisa, Izzatunnisa Jamilul Mujaddid Jupriadi, Lalu Khaeruman Khusnul Khotimah khusnul khotimah Listantia, Nora M. Muhali Masiah Masiah Mirawati, Baiq Muhali Muhali Muhali Muhamad Zaenudin Muhammad Asy'ari Muhammad Fuaddunazmi Muhammad Roil Bilad Mujaddid, Jamilul Ni Nyoman Sri Putu Verawati Nia Ilyana Pahriah Pahriah Pahriah PAHRIAH, PAHRIAH Pomeistia, Meilynda Prayogi, Saiful Primawati, Sri Nopita Putri, Yuli Anggraini Rahayu, Lale Budi Hutami Rahayu, Supiani Rahman Rahman Ratna Azizah Mashami Rosmayanti, Baiq Sabrun, Sabrun Safitri, Temi Ainul Subagio Subagio, Subagio Sudiana, Endang Sudirman Sudirman Suryati Suryati Suryati Suryati Sutarto Sutarto Taufik Samsuri Wahab, Hasmawati Wiwik Handayani Yuli Anggraini Putri Yuliana, Depi Yusran Khery Yusran Khery, Yusran Yusril Anwar Zul Anwar