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Journal : Journal of Applied Business and Technology

The Role of Artificial Intelegensia Technology in Improving the Quality of Education Susanti, Wilda; Widi, Rahma; Nasution, Torkis; Johan, Johan; Verawardina, Unung
Journal of Applied Business and Technology Vol. 6 No. 1 (2025): Journal of Applied Business and Technology
Publisher : Institut Bisnis dan Teknologi Pelita Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35145/jabt.v6i1.178

Abstract

The future of education is aligned with advances in artificial intelligence (AI) technology that significantly change how we learn, teach, and manage educational systems. This article reviews the critical role of AI technology in improving the quality of education in the digital era. AI technology allows for better personalization of education according to each student's needs and interests and changes how teachers teach and students learn. By using machine learning algorithms and data analysis learning algorithms and data analysis, education systems can identify patterns in student learning behavior, predict individual needs, and provide timely interventions. The article also highlights the challenges and opportunities in implementing AI technology in schools, including data privacy concerns, digital divides, and new skills required by educators. By understanding AI technology's role in improving education quality, we can design a more inclusive, responsive, and effective education system for a better future.
Assessing Students' Critical Thinking Skills in Terms of Cognitive Style: A Study of the Application of the Inquiry Collaborative Based V-Lab Model in Programming Courses Susanti, Wilda; Nasution, Torkis; Tendra, Gusrio; Simeru, Arden; Yuliendi, Rangga Ramadian
Journal of Applied Business and Technology Vol. 5 No. 2 (2024): Journal of Applied Business and Technology
Publisher : Institut Bisnis dan Teknologi Pelita Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35145/jabt.v5i2.165

Abstract

This study explored the assessment of students' critical thinking skills in programming courses by considering individual cognitive styles. We apply the inquiry collaborative-based V-Lab model as a learning approach, allowing students to participate in virtual experiments and interactive simulations. This approach is applied to a programming class, taking into account the student's cognitive style as the determining factor. We use measurement methods that include solution analysis, problem-solving, and critical thinking of students. The results showed that the V-Lab model based on collaborative inquiry was effective in improving students' critical thinking skills, with variations in its effect depending on the individual's cognitive style. The implications of these findings are presented for the development of more adaptive and effective learning approaches in programming courses, as well as for further research into the interaction between cognitive styles and technology-based learning.