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All Journal Sistemasi: Jurnal Sistem Informasi Conference on Innovation and Application of Science and Technology (CIASTECH) Jurnal Teknologi Terpadu Jurnal Sistem Komputer dan Informatika (JSON) Teknika Inteligensi : Jurnal Ilmu Pendidikan Jurnal Pendidikan dan Teknologi Indonesia Jurnal Informatika Terpadu Indonesian Journal Computer Science (ijcs) DBESTI: Journal of Digital Business and Technology Innovation Innovative Business Management Journal Journal of Management, Economic, and Accounting Jurnal Pendidikan, Hukum, Komunikasi
Rahmah, Amalia
Sekolah Tinggi Teknologi Terpadu Nurul Fikri
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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PERAN DIMENSI TECHNOLOGY ACCEPTANCE MODEL DALAM PEMANFAATAN GEMINI AI TERHADAP LITERASI DIGITAL MAHASISWA Amalia Rahmah; Annisa Nasywa Salsabila; Nurul Janah; Shelly Pramudiawardani
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8855

Abstract

Digital literacy is a critical competency for information technology students in the era of artificial intelligence. The use of Generative AI, such as Gemini, in academic learning has moved beyond mere technology adoption, fostering a broader understanding of its role in students' academic lives. Gemini AI has the potential to enhance students' digital literacy. However, this potential does not manifest uniformly the extent to which Gemini AI contributes to students' digital literacy depends on how they receive and interact with the technology, including perceptions of ease of use and usefulness, attitudes, intentions, and actual use. This study therefore aims to examine the role of each Technology Acceptance Model (TAM) dimension in the use of Gemini AI toward students' digital literacy. Data were collected via a questionnaire from 107 Gemini AI users at STT Terpadu Nurul Fikri and analyzed using simple and multiple linear regression. Results show that Gemini AI use significantly contributes to students' digital literacy, explaining 35.9% of its variance. Among the five TAM dimensions, only Perceived Ease of Use demonstrated a positive and statistically significant partial effect (?=0.322), while Perceived Usefulness showed a negative effect. These findings indicate that students' digital literacy is more strongly determined by the ease and comfort of interacting with Gemini AI than by perceived usefulness alone. The results of this study can be considered by STT-NF in designing a strategy for utilizing Gemini AI that focuses on ease of use to support improving students' digital literacy.
Analysis and Development of an Educational Game for Early Childhood Numeracy Learning through a Curriculum-Based and Functional Evaluation Approach Misna Asqia; Nurfajriah Halimatuz Zahra; Siti Hujaimah; Rizky Putra Mulyadi; Amalia Rahmah
Teknika Vol. 14 No. 3 (2025): November 2025
Publisher : Center for Research and Community Service, Institut Informatika Indonesia (IKADO) Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34148/teknika.v14i3.1349

Abstract

Digital transformation in education has become a crucial necessity in the era of globalization, especially in Early Childhood Education. Generation Alpha tends to comprehend information more easily through digital media, which requires educators to be creative in delivering learning materials using technology. Video games as educational media have been proven to enhance children's learning motivation and create a joyful learning atmosphere. However, uncontrolled use of digital devices raises concerns regarding excessive screen time. To address this challenge, this study aims to design and develop a curriculum-based educational numeracy game for Early Childhood Education that can be collectively played in class using a projector and directly supervised by teachers. The method employed is Research and Development using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research process includes curriculum analysis, numeracy content design, interactive game scenario development, and functional testing using black box testing. Test results show that all core features of the application function as designed, with 100% validation. The educational game consists of three levels featuring various numeracy activities, pattern and shape recognition, tailored for Kindergarten levels A and B. This study demonstrates that pedagogically designed educational games integrated with technology can serve as an engaging, interactive, and developmentally appropriate solution for early childhood numeracy learning.
AI USE AND THE FULFILLMENT OF BASIC PSYCHOLOGICAL NEEDS IN PROJECT-BASED LEARNING: A SELF-DETERMINATION THEORY PERSPECTIVE IN SECONDARY EDUCATION Amalia Rahmah; Dimas Aji Nugroho; Rusmanto Rusmanto
Inteligensi : Jurnal Ilmu Pendidikan Vol 9, No 1 (2026)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v9i1.8942

Abstract

The integration of Artificial Intelligence (AI) into education has grown rapidly, yet its psychological effects on students, particularly in Project-Based Learning (PBL), remain insufficiently understood. Grounded in Self-Determination Theory (SDT), this study examines the relationship between AI use and students’ basic psychological needs, namely autonomy, competence, and relatedness. A quantitative cross-sectional survey was conducted with 96 junior high school students aged 12–15 years at a nature-based PBL school in Depok, Indonesia. Data were analyzed using simple linear regression. The results showed that AI use was positively and significantly associated with autonomy (B = 0.343, ? = 0.352, p .001), but not with competence (p = .500) or relatedness (p = .993). However, the autonomy finding should be considered preliminary because the reliability of the autonomy instrument was below the recommended threshold, indicating the need for replication using a more reliable measure. These findings suggest that AI’s contribution to students’ basic psychological needs is selective rather than uniform, with AI primarily supporting autonomy while showing no significant relationship with competence or relatedness in a nature-based PBL environment.
Systematic Literature Review Desain UI untuk Pengurangan Beban Kognitif Pada Pembelajaran Anak Autisme dan Disleksia Faralita Faisal; Putri Dayanti; Amalia Rahmah
Jurnal Pendidikan dan Teknologi Indonesia Vol 6 No 8 (2026): JPTI - Agustus 2026
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.1806

Abstract

Penelitian ini bertujuan untuk mengkaji dan mensintesis prinsip desain antarmuka pengguna (UI) yang berkontribusi terhadap pengurangan beban kognitif pada aplikasi pembelajaran digital bagi anak dengan autisme dan disleksia. Karakteristik kognitif dan sensorik yang beragam pada pengguna neurodivergen menuntut penerapan desain UI yang inklusif dan adaptif agar proses pembelajaran berlangsung secara efektif. Metode yang digunakan adalah Systematic Literature Review (SLR) terhadap artikel ilmiah terbitan tahun 2021–2025 yang diperoleh dari basis data Google Scholar, PubMed, IEEE Xplore, Crossref, dan ScienceDirect. Proses seleksi menghasilkan 25 studi primer yang memenuhi kriteria inklusi dan digunakan sebagai dasar analisis. Analisis dilakukan berdasarkan empat research question (RQ1–RQ4) untuk mengidentifikasi pola dan prinsip desain yang konsisten. Hasil sintesis menunjukkan bahwa desain UI berperan penting dalam menurunkan beban kognitif pengguna. Prinsip desain yang efektif meliputi kesederhanaan visual, navigasi terstruktur, konsistensi interaksi, personalisasi konten, pendekatan multisensorik, serta penggunaan tipografi dan warna yang ramah neurodivergen. Pada anak dengan autisme, desain yang memperhatikan kebutuhan sensorik, instruksi yang jelas, dan umpan balik langsung terbukti meningkatkan fokus dan pengalaman belajar. Pada anak dengan disleksia, desain yang menekankan keterbacaan teks, segmentasi materi, dan dukungan multimedia efektif dalam meningkatkan pemahaman dan motivasi belajar. Temuan penelitian ini tidak hanya memberikan kontribusi teoretis dalam memahami hubungan antara desain antarmuka dan pengurangan beban kognitif, tetapi juga menawarkan implikasi praktis bagi perancang UI/UX dalam mengembangkan antarmuka yang lebih inklusif, adaptif, dan ramah bagi pengguna dengan kebutuhan kognitif yang beragam.
Analisis Kesadaran dan Perilaku Mahasiswa IT Dalam Menghindari Ancaman Phishing Menggunakan Model TTAT Shelly Pramudiawardani; Ghaida Syafa Azizah; Amalia Rahmah
Jurnal Sistem Komputer dan Informatika (JSON) Vol. 8 No. 1 (2026): September (2026)
Publisher : Universitas Budi Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30865/json.v8i1.9851

Abstract

Phishing merupakan ancaman siber berbasis rekayasa sosial yang terus menyasar mahasiswa sebagai pengguna aktif layanan digital kampus, seperti email akademik, Learning Management System, dan sistem administrasi daring. Penelitian ini bertujuan menganalisis kesadaran dan perilaku menghindari ancaman phishing mahasiswa IT di Kota Depok menggunakan Technology Threat Avoidance Theory (TTAT). Penelitian menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Instrumen penelitian berupa kuesioner skala Likert 1-4 yang disusun berdasarkan tujuh konstruk TTAT, yaitu perceived severity, perceived susceptibility, safeguard effectiveness, safeguard cost, self-efficacy, avoidance motivation, dan avoidance behavior. Data valid yang dianalisis berjumlah 307 responden dan diolah menggunakan SPSS melalui uji validitas, reliabilitas, asumsi klasik, serta regresi dua tahap. Hasil penelitian memberikan dukungan parsial terhadap model TTAT. Pengujian hipotesis dilakukan melalui dua tahap regresi, yaitu regresi tahap pertama untuk menguji faktor-faktor pembentuk avoidance motivation dan regresi tahap kedua untuk menguji pengaruh avoidance motivation terhadap avoidance behavior. Pada regresi tahap pertama, self-efficacy dan safeguard effectiveness berpengaruh signifikan terhadap avoidance motivation, sedangkan perceived severity, perceived susceptibility, dan safeguard cost tidak berpengaruh signifikan. Pada regresi tahap kedua, avoidance motivation terbukti berpengaruh signifikan terhadap avoidance behavior. Model regresi menunjukkan nilai R Square sebesar 0,734 pada tahap pertama dan 0,540 pada tahap kedua. Temuan ini menunjukkan bahwa upaya peningkatan perilaku menghindari phishing pada mahasiswa IT sebaiknya tidak hanya berfokus pada penyampaian bahaya phishing, tetapi juga diarahkan pada penguatan self-efficacy dan pemahaman terhadap efektivitas tindakan pengamanan digital.
Co-Authors Annisa Nasywa Salsabila Asqia, Misna Depy Muhamad Pauzy Dhani Fitriansyah Dimas Aji Nugroho Dwi Sundari, Ayu Faralita Faisal Ghaida Syafa Azizah Hanin Salwa Salsabila Hidayati Nurrohman Hasna Alaurrahman Hulwah Zahidah Ibrahim Syafiq Musyaffa Imam Haromain Irawan, Irly Artiara Karina Sukmawati Kasih, Jemiro M. Baihaqi Alza Muhamad Idris Nihlah Karimah Nuraini Febrianti Nurfajriah Halimatuz Zahra Nurul Janah Nurul Janah Pramudiawardani, Shelly Putri Dayanti Rizky Putra Mulyadi Rusmanto Rusmanto Silmi Rizqi Ramadhani Sirojul Munir Siti Hujaimah Sukartini Sukartini Yekti Wirani Zhihan Fauzia