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All Journal HAYATI Journal of Biosciences Jurnal Kebijakan dan Pengembangan Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan Biologi Indonesia JIP: Jurnal Ilmiah PGMI Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Jurnal Pertanian Agros International Journal of Community Service Learning Jurnal Ilmiah Pendidikan Profesi Guru Jurnal Biosilampari: Jurnal Biologi Jurnal Ilmiah Profesi Pendidikan Journal of Community Service and Empowerment Indonesian Values and Character Education Journal G-Couns: Jurnal Bimbingan dan Konseling Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Journal Evaluation in Education (JEE) Berkala Ilmiah Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JEER (Journal of Elementary Educational Research) Pancaran Pendidikan Educational Technology Journal International Journal of Learning Reformation in Elementary Education Carmin: Journal of Community Service Quagga: Jurnal Pendidikan dan Biologi Sasambo: Jurnal Abdimas (Journal of Community Service) Proceeding International Collaborative Conference on Multidisciplinary Science
Lud Waluyo
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Artificial Intelligence-Assisted Off-Grid Photovoltaic Troubleshooting Trainer for Vocational Education Nahari, Nadia Rizky; Waluyo, Lud; Inganah, Siti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31819

Abstract

Artificial intelligence (AI) can extend practice-oriented vocational learning when digital guidance remains anchored to physical evidence. This study developed and evaluated an AI-assisted off-grid photovoltaic troubleshooting trainer for Grade XI students in the Solar, Hydro, and Wind Energy Engineering specialization at an Indonesian vocational school. The ADDIE framework guided analysis, design, development, implementation, and evaluation. The system integrated a physical off-grid photovoltaic trainer, current- and voltage-sensing through an Internet-of-Things controller, deliberately introduced fault conditions, and a web-based generative-AI interface deployed through Ollama. Evidence was collected through observation, structured interviews, documentation, expert review sheets, and a four-point student response questionnaire. Two subject-matter experts, one instructional-media expert, and 34 students participated in the evaluation. Post-revision expert scores were 95.8%, 97.9%, and 97.9%, while the overall student response reached 93.0%. The trainer was therefore highly feasible and well accepted for practicum activities involving circuit assembly, measurement, fault identification, corrective-action reasoning, and AI-supported troubleshooting. Because no pretest-posttest comparison, control group, or independent benchmark of AI diagnostic accuracy was used, the findings establish product feasibility rather than learning effectiveness. The developed trainer offers a practical model for integrating generative AI with hands-on vocational practice by supporting evidence-based troubleshooting and preparing students for technology-enhanced renewable-energy learning environments.
The Influence of Principal Servant Leadership on Teacher Motivation in Developing 21st Century Learning: A Case Study at SMK Muhammadiyah Jatibarang, Indramayu Zaenal Masduki; Lud Waluyo; Siti Inganah
Berkala Ilmiah Pendidikan Vol. 6 No. 3 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i3.2179

Abstract

Social changes in education in the 21st century encourage school principals to act as servant leaders who foster teacher motivation. However, leadership practices in vocational high schools (SMK) still tend to be administrative and fail to empower teachers to innovate. This study aims to (1) describe the implementation of servant leadership by the principal, (2) analyze the level of teacher motivation in developing 21st-century learning, and (3) test the effect of servant leadership on teacher motivation at SMK Muhammadiyah Jatibarang, Indramayu. The study used a mixed-methods explanatory sequential design with 35 teachers as the quantitative sample (saturated sampling), and the principal, purposively selected through extreme-case and maximum-variation sampling, as qualitative informants. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and linear regression, while qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results showed that servant leadership (84.4 % of the ideal score) and teacher motivation (81.2% of the ideal score) were in the very high category. Servant leadership had a significant positive effect on teacher motivation (Y = 41.527 + 1.037X; r = 0.782; R² = 0.612; t = 7.212; p < 0.05), confirming the qualitative findings that empowerment, professional support, and moral role models were the main mechanisms. This research contributes to the expansion of servant leadership theory and self-determination theory in the context of Islamic value-based vocational education. It offers a strategic leadership model for vocational school principals to encourage motivation and innovation in 21st-century learning.
Fostering Student Engagement Through Visual, Collaborative, Narrative, and Digital Learning in Pancasila Education: A Qualitative Study in a Vocational School Sutrisno; Erna Yayuk; Lud Waluyo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002597

Abstract

Student engagement is essential for meaningful learning in Pancasila Education, which requires students to understand civic concepts and apply values in everyday life. However, teacher-centered instruction often limits active participation, collaboration, communication, and reflection. This study explored student engagement through an integrated learning design combining visual stimuli, collaborative discussion, narrative activities, and digital media. A qualitative descriptive approach was employed at SMKN 3 Batu, East Java, Indonesia, involving one Pancasila Education teacher and 32 tenth-grade students. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Credibility was ensured through source and technique triangulation. The findings identified four interconnected forms of engagement. First, visual stimuli promoted cognitive engagement by connecting abstract civic concepts with real-life situations. Second, collaborative discussion strengthened social engagement through opinion sharing, argumentation, problem solving, and shared responsibilities. Third, narrative activities and presentations enhanced communicative and reflective engagement by encouraging students to interpret civic issues and relate them to Pancasila values. Fourth, digital media facilitated digital engagement through access to learning resources, communication, creative production, assessment, and feedback. These findings indicate that integrating visual, collaborative, narrative, and digital approaches provides opportunities for active participation and meaningful learning. This study contributes to educational reform by illustrating how integrated instructional design can support cognitive, social, communicative, reflective, and digital engagement in Pancasila Education.
From Perceived Competence to Classroom Practice: Teachers’ TPACK in Muhammadiyah School Digital Ecosystems Fatimah Azzaharah bt Ismail; Siti Inganah; Lud Waluyo
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22152

Abstract

School digital transformation requires pedagogically meaningful technology integration and organizational support. This study examined teachers’ Technological Pedagogical Content Knowledge (TPACK), the alignment of perceived competence, instructional planning, and classroom enactment, and the school digital ecosystem in two Muhammadiyah junior high schools in Jakarta. A convergent parallel mixed-methods multiple-case design combined a 32-item survey of 51 teachers with focus group discussions, six lesson plans, six recorded lessons, leadership interviews, and institutional documents. Descriptive statistics, thematic analysis, and cross-case integration were conducted using TPACK as the primary framework and SAMR as a supplementary lens. Teachers reported high perceived TPACK-related competence and contextual support (overall mean = 4.348/5). The six recorded lessons mainly demonstrated augmentation and modification, interpreted as technology functions rather than rankings of teaching quality. Integrated findings distinguish three analytical layers—perceived, planned, and enacted practice—within conditions of leadership, infrastructure, professional learning, collaboration, disciplinary characteristics, and organizational values. These layers offer an evidence-based analytical organization, not a new TPACK theory.
Co-Authors Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto, Abdulkadir Abdulkadir Raharjanto Agus Setiawan Ahmad Fauzi Aifan Sumantri Ajizatunnisa Ajizatunnisa Ajizatunnisa, Ajizatunnisa Ali Mokhtar Alvin Dewa Yanuar Ardiansyah, Ivan Armi Larasati Arsya Lingga Datu Atok Miftachul Hudha Atok Miftachul Hudha Atok Miftakhul Hudha Baiduri Baiduri Beti Istanti Suwandayani Binti Solikah Citra Dewi Indra Sari Dakkal Harahap Diani Fatmawati Diani Fatmawati Didit Shela Nurfatul Daniar Eko Susetyorini Elly Purwanti Elly Purwati Erna Retno Rahadjeng Erna Yayuk Erna Yayuk Erni Yohani Mahtuti Fatah, M. Arya Fatimah Azzaharah bt Ismail Fendy Hardian Permana Fitri, Nur Lailatul Fuad Jaya Miharja Haerana Heni Mulyani Pohan Hikmah, Lailatul Husamah Husamah Iis Siti Aisyah Iis Siti Aisyah Ivan Ardiansyah Khoirin Maghfiroh Limsi Limsi Mahmudati , Nurul Maulina, Early Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto, Moch. Agus Krisno Moh. Mirza Nuryadi Moh. Mirza Nuryady Moh. Rofiq Mohd. Affendi Labo Muhammad Vicky Astria Nafisa Nur Azizah Nahari, Nadia Rizky Nikman Azmin Nikman Azmin Nur Lailatul Fitri Nurhayati Nurhayati Nurinayah Nurinayah Nurinayah, Nurinayah Nurrohman, Endrik Nurul Mahmudati Nurul Mahmudati Nurul Mahmudati Nyono Onky Paramanda Arma Poncojari Wahyono Purwati, Elly Rahadjanto, Abdulkadir Raharja, Diva Yunta Ratna Wulandari Ratna Wulandari Rima Kholifatul Janah Ririn Harini Riza Ummaroch Roimil Latifa Roro Eko Susetyarini Rozikin Rr Eko Susetyarini Rr. Eko Susetyarini Rr. Eko Susetyarini Sahid Setiawan Aci Sajidin Sengaji Salsabila Mumtasah Samsun hadi Shalehoddin Sitaresmi Weka Sukrisno Siti Inganah Siti Inganah Siti Zubaidah Sri Wahyuni Sri Wahyuni Sri Wahyuni Sri Winarsih Sukarsono Sutrisno Sutrisno Sutrisno Suwandayani, Beti Istanti Syahrul Syahrul Syahrul Syahrul Tasya Novian Indah Sari Tien Aminah Ulpa Riski Kumala Sari Warye, Aulia Yanto, Andri Rudi Yayuk Robidah Yeni Rahmawati Yeyen Fitri Yuni Pantiwati Yuni Pantiwati Yus Mochamad Cholily Zaenal Masduki Zulyamin Kimo