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All Journal AR-RIAYAH : Jurnal Pendidikan Dasar BIOCHEPHY: Journal of Science Education Online Learning in Educational Research AI and Developmental Insights in Education (AIDIE)
Yani Suryani
Universitas Islam Negeri Raden Intan Lampung
Religion Education Social Sciences

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Peran Guru Penggerak dalam Kurikulum Merdeka Belajar Ayu Reza Ningrum; Yani Suryani
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v6i2.5432

Abstract

Pioneer teachers and the independent learning curriculum are one of the new breakthroughs that are created to develop the educational aspects by implementing technology 5.0 based on the direction of the Indonesian Minister of Education. This article aims to present data regarding the role of the pioneer teacher in the independent learning curriculum. This study applied qualitative research in a type of literary study. It means that the author examines published articles that convey the research results about pioneer teachers and independent learning curriculum. The discussion presented includes the understanding of the pioneer teachers, the role of the pioneer teachers, the meaning of independent learning and the implementation of the independent learning curriculum. The research results were expected to be used as a study or information that can be used as a theoretical basis for further research in the discussion of pioneer teachers in the independent learning curriculum as well as to optimize learning success applying technology-based learning 5.0.
Physics vlogs learning videos on parabolic motion on youtube channels based on scientific approach Jaka Surya; Yani Suryani; Antomi Saregar
Online Learning In Educational Research (OLER) Vol. 2 No. 1 (2022): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v2i1.108

Abstract

Physics learning media that attract students' learning interests are difficult for physics teachers to find. This research aims to produce a physics vlog learning video on YouTube that is suitable for use, to find out the responses of teachers and students regarding the developed learning media, and to find out the method of video development. The research method used was Research and Development with the Borg and Gall model. The feasibility of the learning video was obtained from the assessment by six material, media, and IT validators. Two validators represented each validation. The validation results showed that the learning video was feasible. The media, material, and IT experts validated the product with a percentage of 84, 72.25, and 98, respectively. The teachers and students were satisfied with the learning video, as proven by the percentages of 85 for the small-group trial, 94 for teachers field testing, and 78 for the large-scale trial. The results declared that the product was feasible to use. Thus, the developed physics learning video can be implemented in the learning process as a learning medium.
AI-Assisted Feedback in Online Learning: Students’ Experiences, Preferences, and Perceived Benefits Adyt Anugrah; Yani Suryani
AI and Developmental Insights in Education Vol. 1 No. 2 (2025): AI and Developmental Insights in Education
Publisher : CV. FoundAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/aidie.v1i2.85

Abstract

This study examined how students experience and interpret AI-assisted feedback in online learning, addressing the growing need to understand its cognitive, emotional, and developmental implications. Using a convergent mixed-methods design, data were collected from 212 undergraduate students through a structured questionnaire including Likert-scale items and open-ended responses. Quantitative analyses provided descriptive and inferential results on students’ experiences, preferences, and perceived benefits, while qualitative thematic analysis identified patterns related to clarity, explanatory value, confidence building, and concerns about accuracy. Integrated findings showed strong convergence across strands, indicating that students generally valued AI feedback for its immediacy and usefulness, yet remained cautious about its limitations. The study concludes that AI-assisted feedback can support learning processes when designed to provide explanatory depth and align with instructional expectations. These insights contribute to research on AI-enhanced education by clarifying how learners engage with automated feedback and by highlighting design considerations for future implementation.
Need Analysis for the Development of the SI-ECOFIS E-Worksheet Integrating Ecotheology and Education for Sustainable Development in Environmental Physics Courses Yani Suryani
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1997

Abstract

Environmental physics courses in higher education face challenges in integrating value-based ecological perspectives with scientific content. This study aimed to conduct a needs analysis as the initial stage in developing the SI-ECOFIS e-worksheet (Sustainable Integrated Ecotheological Environmental Physics), an electronic worksheet designed to integrate ecotheological perspectives and Education for Sustainable Development (ESD) principles. The study employed a research and development (R&D) approach using the ADDIE model, focusing on the analysis phase. The participants consisted of 75 Physics Education students, three physics lecturers, and three environmental education experts from UIN Raden Intan Lampung. Data were collected through questionnaires, interviews, document analysis, and classroom observations. The findings revealed that the existing environmental physics learning materials have not adequately integrated ecotheological perspectives or effectively fostered ESD competencies. In addition, students demonstrated a high level of digital readiness, with 87% using smartphones as learning tools, while two of the three lecturers expressed readiness to adopt ESD-oriented instruction materials. The needs analysis identified six essential components of SI-ECOFIS: ecotheological orientation, environmental physics content, contextual tasks, ESD competency activities, ecological value reflection, and collaborative action projects. These findings provide an empirical foundation for the subsequent design and development phases of the SI-ECOFIS e-worksheet within the ADDIE framework.
Co-Authors Adyt Anugrah Antomi Saregar Ayu Reza Ningrum Indah Kurniawati Jaka Surya Yuberti