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Technology and Ethics: A Phenomenological Study of Lecturers’ Experiences in Supervising Artificial Intelligence use Among University Students Eliza Trimadona; Iin Nirwana; Mayang Sastra Sumardi; Netti Zurnelli; Rahmi Arifah; Aryawira Pratama
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5556

This study examines the use of Artificial Intelligence (AI) in higher education, focusing on its implications for students’ critical thinking skills and academic integrity. Although the use of AI tools such as ChatGPT and Grammarly is becoming increasingly common in the completion of academic assignments, understanding of how lecturers monitor and respond to their use remains limited. This study aims to uncover the strategies, challenges, and experiences of lecturers in monitoring students’ use of AI. The study employs a phenomenological qualitative approach, involving six lecturers from various universities in Indonesia. Data were collected through semi-structured in-depth interviews and analysed using thematic analysis, which includes the stages of transcription, repeated reading, data coding, grouping codes into themes, and interpretation of meaning. The results indicate that lecturers identify AI use through discrepancies between students’ oral and written abilities, rigid and repetitive language patterns, and inconsistencies in the academic writing process. The findings also suggest that over-reliance on AI has the potential to weaken critical thinking skills and threaten the authenticity of academic work. The main challenges faced by lecturers include limited detection tools, the absence of clear institutional policies, and ethical dilemmas in balancing technological innovation and academic integrity. This study highlights the importance of strengthening AI literacy, robust policies, and process-based assessment

English Communication and Meeting Etiquette Training to Enhance the Professionalism of Public Administration Students: Pelatihan English Communication dan Meeting Etiquette untuk Meningkatkan Profesionalisme Mahasiswa Administrasi Publik Yulia Wiji Astika; Teta Wismar; Iin Nirwana; Monalisa Monalisa
Room of Civil Society Development Vol. 5 No. 3 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.955

Workplace developments and increasing demands for professionalism in public service require students to develop strong communication skills, including the ability to communicate in English and apply professional meeting etiquette. However, some students still face challenges in oral communication, self-confidence, and the application of communication etiquette in professional settings. This community service program aimed to enhance students’ capacity through English Communication and Meeting Etiquette training to support professionalism in public service. The program involved 30 Public Administration students and was implemented using an experiential learning approach through material delivery, meeting simulations, public service communication practice, mentoring, and evaluation. Evaluation was conducted through pre-tests, post-tests, and skill observations. Based on the activity evaluation recap, the participants’ average score increased from 61 in the pre-test to 85 in the post-test. Observation results also indicated improvements in speaking skills, presentation skills, self-confidence, and the application of professional meeting etiquette. These results suggest that English Communication and Meeting Etiquette training contributes positively to improving students’ professional communication skills in supporting high-quality and responsive public service.

English Communication and Meeting Etiquette Training to Enhance the Professionalism of Public Administration Students: Pelatihan English Communication dan Meeting Etiquette untuk Meningkatkan Profesionalisme Mahasiswa Administrasi Publik Yulia Wiji Astika; Teta Wismar; Iin Nirwana; Monalisa Monalisa
Room of Civil Society Development Vol. 5 No. 3 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.955

Workplace developments and increasing demands for professionalism in public service require students to develop strong communication skills, including the ability to communicate in English and apply professional meeting etiquette. However, some students still face challenges in oral communication, self-confidence, and the application of communication etiquette in professional settings. This community service program aimed to enhance students’ capacity through English Communication and Meeting Etiquette training to support professionalism in public service. The program involved 30 Public Administration students and was implemented using an experiential learning approach through material delivery, meeting simulations, public service communication practice, mentoring, and evaluation. Evaluation was conducted through pre-tests, post-tests, and skill observations. Based on the activity evaluation recap, the participants’ average score increased from 61 in the pre-test to 85 in the post-test. Observation results also indicated improvements in speaking skills, presentation skills, self-confidence, and the application of professional meeting etiquette. These results suggest that English Communication and Meeting Etiquette training contributes positively to improving students’ professional communication skills in supporting high-quality and responsive public service.

The Impact of Augmented Reality (Assemblr Edu) on Descriptive Writing in an Indonesian EFL Curriculum: A Quasi-Experimental Study Nadilla Tiandi Maharani; Monalisa Monalisa; Iin Nirwana
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1515

This study investigated the instructional impact of Augmented Reality (AR) integration through Assemblr Edu on junior high school students’ descriptive writing within the competency framework of Kurikulum Merdeka Phase D. A quasi-experimental design involving 56 seventh-grade students was implemented using a non-equivalent control group structure. Students’ writing performance was measured through analytic scoring of pre- and post-tests, and the data were analyzed using non-parametric statistics due to non-normal distribution. The Wilcoxon Signed-Rank Test indicated significant improvement within the AR-supported group with a large practical effect. Furthermore, the Mann–Whitney U test was conducted to compare post-test scores between groups, showing that although the difference was statistically meaningful, the conventionally taught group demonstrated a larger raw score gain, which should be interpreted in relation to baseline differences between groups. The contribution of this study lies in positioning AR not merely as a technological intervention but as a pedagogically mediated instructional tool. While earlier studies frequently emphasize motivational benefits, this research combines performance-based assessment with instructional design considerations. The findings suggest that AR supports idea generation and descriptive elaboration through visual scaffolding, yet its effectiveness depends on structured guidance, duration of exposure, and teacher facilitation. Overall, the results indicate that the influence of educational technology on writing development emerges primarily from pedagogical orchestration that structures the use of digital affordances within instructional practice.

Students’ Perception on The Use of Wordwall.Net as The Media for Learning English Grammar Iin Nirwana; Rizky Takriyanti; Uyun Nafiah; Widia Salsabila
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/70bfjb35

The research aimed to know students' perception on the use of Wordwall.net as the media for learning English grammar at Junior High School Darul Arifin Muaro Jambi. This research used descriptive quantitative method with a survey design. This method is considered as the right approach for this type of research. The sample of this research is all students of ninth grade from class 9I,9J,9K,9L, and 9M at Junior High School Darul Arifin Muaro Jambi which 102 students. The instrument used in data collection was questionnaires. The data was collected using a close-ended questionnaire based on a Likert scale and analyzed with SPSS Version 26. The findings indicated that the use of Wordwall.net was clearly positive for the students on the indicators of feeling (86,04%), attitude (80,3%), and engagement (82,62%). The final results of the research showed the students' perceptions on the use of Wordwall.net as the media for learning English grammar are in very good category with percentage 83%.

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