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All Journal Foristek SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Lanto Mohammad Kamil Amali
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Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Social Sciences Other

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KARAKTERISTIK TEGANGAN TEMBUS AC PADA MATERIAL ISOLASI PADAT CAMPURAN EPOXY RESIN DENGAN TONGKOL JAGUNG Arfan Saputra Arfan Saputra; Lanto Mohammad Kamil Amali
Foristek Vol. 12 No. 1 (2022): Foristek
Publisher : Foristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54757/fs.v12i1.131

Abstract

Abstrak – The development of insulation in electric power systems meets the optimal level of reliability. This phenomenon is a challenge in finding new materials to isolate electricity use. One of the insulating materials being developed is an epoxy resin polymer material. This study aims to describe the characteristics of epoxy resin composites added with corncob ash filler as a high-voltage insulation material. The cob ash filler, which is known to contain silica resistant to high temperatures, has good inhibition and can increase mechanical strength. This study was conducted using a direct experimental method in which the isolation of epoxy resin was mixed with corncob ash filler with a mixed variation of 0.5 g, 1 g, 1.5 g, and 2 g. The results show that the more corncob ash filler in the epoxy resin, the faster the failure to penetrate the insulating material made. The breakdown voltage value is 21.64kV on pure epoxy resin insulation material, 10.28kV on a mixture of 0.5 gram corncob ash filler and epoxy resin, 8.93kV on a mixture of 1 gram corncob ash filler and epoxy resin, 7,81kV on a mixture of 1,5 grams corncob ash filler and epoxy resin, and 7,26kV on a mixture of 2 gram corncob ash filler and epoxy resin.
THE EFFECT OF PROBLEM-BASED LEARNING INTEGRATED WITH ARTIFICIAL INTELLIGENCE ON SELF-REGULATED LEARNING TENDENCIES Altri Rahmadhani Lanio; Abdul Haris Odja; Lanto Mohammad Kamil Amali; Masra Latjompoh; Suparmin Fathan; Ramli R. Ali
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.7184

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Self-regulated learning (SRL) is a crucial competency for students in the 21st century, enabling learners to plan, monitor, regulate, and reflect on their own learning processes. However, many junior high school students still experience difficulties in developing strong self-regulation skills. This study aims to examine the effect of Problem-Based Learning (PBL) integrated with Artificial Intelligence (AI) on students’ self-regulated learning tendencies. The research employed a quasi-experimental method using a one-group posttest-only design. The study was conducted at SMP Negeri 1 Telaga Biru during the first semester of the 2025/2026 academic year, involving 60 seventh-grade students selected through purposive sampling. Data were collected using a self-regulated learning questionnaire based on indicators of goal setting, learning strategies, self-monitoring, time and resource management, motivational control, and self-reflection. Data analysis was carried out using the Kolmogorov–Smirnov normality test, followed by a One-Sample t-Test for normally distributed data and the Wilcoxon Signed-Rank Test for non-normally distributed data. The results showed that students’ SRL scores after the implementation of PBL integrated with AI were in the good to high category and significantly exceeded the predetermined reference value (p < 0.05). Strong tendencies were observed in the forethought, motivational belief, and self-reflection dimensions, while help-seeking and collaboration showed relatively lower scores. These findings indicate that PBL integrated with AI has a positive and significant effect on students’ self-regulated learning tendencies. The study concludes that integrating AI as pedagogical scaffolding within PBL can effectively support the development of self-regulated learning, provided that social interaction and collaborative learning are intentionally strengthened.
Co-Authors Abdul Haris Odja Altri Rahmadhani Lanio Arfan Saputra Arfan Saputra Masra Latjompoh Ramli R. Ali Suparmin Fathan