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All Journal Jurnal Mahasiswa Teknologi Pendidikan (JMTP) Lembaran Ilmu Kependidikan Journal of Educational Science and Technology Journal of Education Technology Jurnal EDUTECH Undiksha Jurnal Ilmiah Mandala Education (JIME) Psychology, Evaluation, and Technology in Educational Research Jurnal Studi Guru dan Pembelajaran Jurnal Ekonomi Manajemen Sistem Informasi Jurnal Eduscience (JES) RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Indonesian Journal of Instructional Media and Model Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Journal of Education Research JSEP (Journal of Science Education and Practice) Journal of General Education and Humanities Jurnal Pendidikan Indonesia (Japendi) Jurnal Madinasika: Manajemen dan Keguruan
ALIM SUMARNO
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pengaruh Digitalisasi dan Gaya Belajar terhadap Hasil Belajar Siswa SMP Kabupaten Magetan Suparmi, Suparmi; Sumarno, Alim; Karwanto, Karwanto; Khamidi, Amrozi; Haroyati, Nunuk
Journal of Education Research Vol. 5 No. 2 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i2.1063

Abstract

Berdasarkan tujuan dari penelitian ini untuk mengetahui hasil digitalisasi pembelajaran dan gaya belajar terhadap hasil belajar siswa, jenispenelitian kuantitatif yang dilakukan untuk mengumpulkan data yang berupa angka, dengan menggunakan metode ex post facto. Populasi yaitu keseluruhan subyek yang terdiri dari manusia, dengan populasi penelitian tiga ratus empat puluh dua siswa, sampel penelitian ini menggunakan Simple Random Sampling dengan jumlah sampel seratus tujuh puluh satu siswa. Adapun teknik pengumpulan data yang digunakan pada penelitian ini adalah angket, hasil penelitian Berdasarkan perhitungan dengan SPSS tentang digitalisasi pembelajaran dan gaya belajar terhadap hasil belajar katakan bahwa digitalisasi pembelajaran, dan gaya belajar berpengaruh terhadap hasil belajar. Kesimpulan bahwa ada pengaruh itu dilihat dari nilai signifikan pada data penelitian.
DEEP DIGITAL LEARNING (DDL) MODEL EFFECT ON HIGHER EDUCATION CRITICAL THINKING AND PROBLEM-SOLVING SKILLS: A QUASI-EXPERIMENTAL STUDY Arianto, Fajar; Sumarno, Alim; Setyaedhi, Hari Sugiharto; Shofiana, Fahlulia Rahma; Hanif, Muhammad
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8272

Abstract

Purpose – This study investigates the effectiveness of the Deep Digital Learning (DDL) model to address the failure of conventional digital learning to foster Higher-Order Thinking Skills (HOTS). Unlike prior fragmented approaches, the model proposes a novel conceptual synthesis of personalization, collaboration, authentic problem-based learning, and data-driven feedback to enhance critical thinking and problem-solving.Methodology – This quasi-experimental design employed 70 students from the Educational Technology study program. The experimental group (n = 35) used the DDL intervention via the SIDIA Learning Management System (LMS). In contrast, the control group (n = 35) used Conventional Digital Learning (CDL) as a non-equivalent control for seven weeks. Data were collected using validated rubrics for Critical Thinking (CT) and Problem-Solving (PS) skills tests, which were analyzed using Analysis of Variance (ANOVA).Findings – The ANOVA results statistically showed that the DDL group achieved significantly higher post-test scores for both Critical Thinking skills (F(1, 68) = 169.30, p < 0.001) and Problem-Solving skills (F(1, 68) = 140.65, p < 0.001). The mean difference confirmed the superiority of the experimental class in both skills (3.35 points for CT and 3.37 points for PS). This confirms DDL is more effective than CDL in enhancing students’ HOTS.Contribution – Beyond statistical significance, this study positions DDL as a strategic instructional blueprint in advancing HOTS. It provides Higher Education with a proven framework to strengthen digital transformation, ensuring the achievement of Outcome-Based Education (OBE) and 21st-century skills.
Enhancing Students’ Speaking Self-Efficacy through an AI-Integrated Audio-Lingual Method in English Pronunciation Learning Wibowo, Ari Prasetyo; Mustaji, Mustaji; Sumarno, Alim
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.982

Abstract

This study aimed to (1) develop an AI-integrated Audio-Lingual Method (ALM) learning media to enhance students’ speaking self-efficacy and (2) evaluate its effectiveness in classroom settings. Employing a Research and Development (R&D) approach with the ADDIE model, the media integrated AI Speech Recognition and Text-to-Speech (TTS) features within ALM-based learning sequences—dialogue modelling, imitation, repetition drills, and guided practice—across five modules: Materials, Reading Practice, Listening Practice, Speaking Tools, and Chatbot Practice. A quasi-experimental implementation with undergraduate students measured self-efficacy using a 19-item questionnaire adapted from Darmawan et al. (2021) and based on Bandura’s self-efficacy theory. The instrument showed high reliability (Cronbach’s α = 0.930) and item validity (r > 0.30). Results revealed significant increases in all self-efficacy dimensions—Personal Ability Belief (3.596→4.387), Growth Through Effort (3.620→4.480), and Influencing Factors (3.583→4.361). The Wilcoxon Signed-Rank Test confirmed a significant improvement (p = 0.000). Overall, AI-assisted, repetition-based learning with instant feedback effectively enhanced learners’ confidence, persistence, and emotional regulation in English speaking.
Co-Authors Afriani Afriani Agus Yudiatmoko ALI FURQON, FAKHRUDIN Amrozi Khamidi Andi Kristanto Andi Mariono Ariansyah, Moch Taufik ARLANSYAH, JEFFRY Aroum Bidandari Aryo Pinandito Bachtiar Sjaiful Bachri Bachtiar Syaiful Bachri, Bachtiar Syaiful Citra Fitri Kholidya Citra Fitri Kholidya Citra Kurniawan Dhini, Bachriah Fatwa Elyus, Dinda Septiana ERNY ROESMININGSIH FAHMI ARIFIN, KUN Fajar Arianto FATHATUR ROHMA, NUR FITRIA, ZOIMATUL Haroyati, Nunuk Henry Praherdhiono Hidayat, Moh. Rizqi Hirnanda Dimas Pradana Jamaludin . Jang Ho Son Juwanda, Kuntoro Adi Karwanto, Karwanto Khusnul Khotimah khusnul khotimah KUSNIASARI, MITA MAKBUL MUAVI Mohammad Syahidul Haq Muhammad Hanif Mustaji Mustaji, Mustaji Pramana, Atan Pratiwi MN, Mega Indera Putri, Lara Febri Dwi SEPTI PERMATASARI, WINDI SETIAWATI, MARIANA Setyaedhi, Hari Setyaedhi, Hari Sugiharto Shofiana, Fahlulia Rahma Siregar, Martina Eka Siti Masitoh Sitompul, Nurmida Chaterine Sujud Widodo Suparmi Suparmi Susarno, Lamijan Hadi Utari Dewi Wibowo, Ari Prasetyo YATIM RIYANTO YULIA WIDIARSIH, VIKA