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All Journal Gema Pendidikan Indonesian Journal of Educational Research (IJER) Pendas : Jurnah Ilmiah Pendidikan Dasar Kasuari: Physics Education Journal (KPEJ) Jurnal Review Pendidikan dan Pengajaran (JRPP) Wellness And Healthy Magazine JURNAL ILMIAH EDUKATIF Hydrogen: Jurnal Kependidikan Kimia JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal Of Human And Education (JAHE) Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Educational Research Excellence (IJERE) Journal of Artificial Intelligence and Digital Business Indonesian Research Journal on Education Innovative: Journal Of Social Science Research International Journal of Curriculum Development, Teaching and Learning Innovation Jurnal Psikologi dan Konseling West Science Information Technology Education Journal TOFEDU: The Future of Education Journal (JUMPER) Indo Green Journal Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat PEDAGOGIC: Indonesian Journal of Science Education and Technology West Science Social and Humanities Studies Jurnal Kajian Pendidikan dan Psikologi Jurnal Pengabdian Masyarakat dan Riset Pendidikan Scientica Education Journal (SEJ) Ahsani Taqwim: Jurnal Pendidikan dan Keguruan JIPITI: Jurnal Pengabdian kepada Masyarakat International Journal of Educational Insights and Innovations (IJEDINS) Jurnal Ragam Pengabdian Indo Green Journal INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE)
Muhammad Arsyad
Sinta ID: (6695731) Pendidikan Kima Universitas Halu Oleo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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APPLICATION OF TECHNOLOGY IN EDUCATION: AN INNOVATIVE LITERATURE REVIEW Muhammad Arsyad; Abdul Wahab Syakhrani
Indonesian Journal of Education (INJOE) Vol. 4 No. 2 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This literature review examines the application of technology in education and how these innovations affect teaching and learning. The research shows that technology has the potential to increase the accessibility and flexibility of education, reduce educational disparities, and provide a more interactive and personalised learning experience. However, the adoption of technology in education requires adequate infrastructure, technology competency training for teachers, and attention to student privacy and data security. In addition, challenges such as the risk of distraction, cyberbullying and technology dependency also need to be addressed through appropriate policies and regulations. With adequate support and a wise approach, technology can be an important tool in improving the quality of education and learning.
IMPLEMENTATION OF PROJECT-BASED LEARNING IN STEM EDUCATION Muhammad Arsyad; Ahmad Rathomi
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to assess the effectiveness of project-based learning (PjBL) implementation in STEM education through a literature review at various levels of education in Indonesia. The method used is a systematic literature review of scientific articles, both national and international. The results of the study indicate that the integration of PjBL-STEM consistently improves learning outcomes, science literacy, and 21st-century skills such as critical thinking, creativity, collaboration, and communication. The main supporting factors for successful implementation include institutional support, teacher competence, student motivation, and adequate learning facilities. Meanwhile, the obstacles encountered include limited facilities, lack of teacher training, and challenges in integrating STEM across disciplines. Overall, the implementation of PjBL-STEM is highly recommended as an innovative learning strategy that is relevant to prepare students to face global challenges in the era of the industrial revolution 4.0.
The Paradox of Personalization: A Critical Analysis of AI's Impact on Student Cognitive Development and the 'Illusion of Learning' in K-12 Education Erry Hendriawan; Bahmid Hasbullah; Muh.Safar; Dina Mayadiana Suwarma; Muhammad Arsyad
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1886

Abstract

The rapid integration of artificial intelligence (AI) into K-12 education, particularly through personalized learning platforms, promises to tailor instruction to individual student needs, enhancing efficiency and engagement. However, this study critically examines an underexplored paradox: while AI-driven personalization offers immediate cognitive support, it may inadvertently undermine deeper cognitive development by fostering an “illusion of learning”—a state where students perceive competence without genuine understanding. Employing a qualitative multi-case study design across five Indonesian K-12 schools that extensively use AI-powered personalized platforms, this research gathered data through semi-structured interviews with 20 teachers and 60 students, classroom observations, and document analysis. Thematic analysis revealed five core themes: (1) surface engagement with content, (2) dependence on instant feedback, (3) erosion of problem-solving persistence, (4) metacognitive misalignment, and (5) teacher mediation as a mitigating buffer. Findings indicate that the very features designed to personalize learning—hints, step-by-step solutions, and adaptive scaffolding—can displace critical cognitive processes such as productive struggle, deep reasoning, and self-regulated reflection. Students frequently exhibited overconfidence in their learning, as measured by discrepancy between self-perceived mastery and performance on transfer tasks. The study articulates the “personalization paradox” wherein systems optimized for immediate learning outcomes inadvertently attenuate the cognitive struggle essential for long-term intellectual growth. Implications call for a recalibration of AI pedagogy toward “desirable difficulties” and collaborative human-AI orchestration to safeguard cognitive development in technology-rich classrooms
Pelatihan Literasi Digital untuk Guru Sekolah Dasar dalam Meningkatkan Kompetensi Pembelajaran Daring: Pengabdian Wahyuniar; Nurul Hikmah; Zulham; Didi Sudrajat; Dina Mayadiana Suwarma; Muhammad Arsyad
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6595

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh pentingnya peningkatan kemampuan literasi digital guru sekolah dasar dalam menghadapi perkembangan pembelajaran berbasis teknologi dan pelaksanaan pembelajaran daring. Perubahan sistem pendidikan yang semakin terintegrasi dengan teknologi menuntut guru memiliki kemampuan dalam memanfaatkan media digital, platform pembelajaran daring, serta teknologi informasi secara efektif dan inovatif. Namun, masih terdapat guru yang mengalami keterbatasan dalam penggunaan teknologi pembelajaran sehingga diperlukan kegiatan pelatihan untuk meningkatkan kompetensi digital mereka. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan literasi digital guru sekolah dasar dalam mendukung kompetensi pembelajaran daring. Kegiatan dilaksanakan pada tanggal 26 Maret 2023 melalui aplikasi Zoom dengan jumlah peserta sebanyak 14 orang yang berasal dari berbagai kalangan. Metode pelaksanaan kegiatan dilakukan melalui beberapa tahapan, yaitu identifikasi kebutuhan, perencanaan kegiatan, penyampaian materi, praktik penggunaan teknologi digital, diskusi, dan evaluasi kegiatan. Hasil kegiatan menunjukkan bahwa peserta mengalami peningkatan pemahaman mengenai literasi digital, kemampuan penggunaan platform pembelajaran daring, serta kompetensi pedagogik digital dalam proses pembelajaran. Selain itu, peserta menjadi lebih percaya diri dalam menggunakan teknologi sebagai media pembelajaran dan lebih memahami pentingnya literasi digital dalam mendukung kualitas pendidikan di era digital. Dengan demikian, kegiatan pelatihan ini memberikan kontribusi positif dalam meningkatkan kompetensi guru sekolah dasar untuk menciptakan pembelajaran daring yang lebih efektif, interaktif, dan inovatif.
Pembelajaran MIPA Berbasis Proyek untuk Meningkatkan Literasi Sains di Universitas: Implementasi Kurikulum Science, Technology, Engineering, Mathematics (STEAM) Muhammad Arsyad; Nana Sutrisna; Efriana Jon; Al Ikhlas; Jumriah Jumriah; Juwairiah Juwairiah
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.649

Abstract

Literasi sains merupakan kompetensi esensial bagi mahasiswa program studi MIPA (Matematika dan Ilmu Pengetahuan Alam) untuk menghadapi tantangan pendidikan abad ke-21 yang menuntut kemampuan berpikir kritis, pemecahan masalah, dan penerapan konsep ilmiah dalam konteks kehidupan nyata. Namun, pembelajaran MIPA di perguruan tinggi masih cenderung bersifat teoretis dan terfragmentasi antar disiplin ilmu, sehingga belum optimal dalam menumbuhkan literasi sains mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berbasis proyek (project-based learning) yang terintegrasi dengan kurikulum STEAM (Science, Technology, Engineering, Arts, and Mathematics) serta menganalisis pengaruhnya terhadap peningkatan literasi sains mahasiswa di lingkungan universitas. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experiment (one-group pretest-posttest design), yang dilaksanakan pada mahasiswa program studi MIPA di beberapa perguruan tinggi mitra. Instrumen yang digunakan meliputi tes literasi sains, lembar observasi keterlaksanaan pembelajaran, dan angket respons mahasiswa. Data dianalisis menggunakan uji-t berpasangan (paired sample t-test) dan uji N-Gain untuk mengukur besarnya peningkatan literasi sains sebelum dan setelah perlakuan. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis proyek dengan pendekatan STEAM berpengaruh signifikan terhadap peningkatan literasi sains mahasiswa, yang ditunjukkan oleh peningkatan skor rata-rata dari kategori rendah menjadi kategori sedang hingga tinggi, dengan nilai N-Gain berada pada kategori sedang-tinggi. Peningkatan tersebut terjadi pada seluruh aspek literasi sains, meliputi aspek konten, proses, dan konteks sains, dengan aspek proses sains menunjukkan peningkatan paling signifikan karena mahasiswa terlibat langsung dalam merancang, mengembangkan, dan menguji produk atau solusi berbasis proyek. Selain itu, hasil angket respons menunjukkan bahwa mahasiswa memberikan tanggapan positif terhadap pembelajaran berbasis proyek berbasis STEAM karena dianggap lebih kontekstual, kolaboratif, dan relevan dengan perkembangan teknologi. Penelitian ini merekomendasikan agar integrasi pendekatan STEAM dalam pembelajaran MIPA berbasis proyek dapat diadopsi secara lebih luas sebagai strategi inovatif untuk meningkatkan literasi sains mahasiswa serta mempersiapkan lulusan yang memiliki daya saing dan kesiapan menghadapi tantangan global.
Pembelajaran MIPA Berbasis Proyek untuk Meningkatkan Literasi Sains di Universitas: Implementasi Kurikulum Science, Technology, Engineering, Mathematics (STEAM) Muhammad Arsyad; Nana Sutrisna; Efriana Jon; Al Ikhlas; Jumriah Jumriah; Juwairiah Juwairiah
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.649

Abstract

Literasi sains merupakan kompetensi esensial bagi mahasiswa program studi MIPA (Matematika dan Ilmu Pengetahuan Alam) untuk menghadapi tantangan pendidikan abad ke-21 yang menuntut kemampuan berpikir kritis, pemecahan masalah, dan penerapan konsep ilmiah dalam konteks kehidupan nyata. Namun, pembelajaran MIPA di perguruan tinggi masih cenderung bersifat teoretis dan terfragmentasi antar disiplin ilmu, sehingga belum optimal dalam menumbuhkan literasi sains mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berbasis proyek (project-based learning) yang terintegrasi dengan kurikulum STEAM (Science, Technology, Engineering, Arts, and Mathematics) serta menganalisis pengaruhnya terhadap peningkatan literasi sains mahasiswa di lingkungan universitas. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experiment (one-group pretest-posttest design), yang dilaksanakan pada mahasiswa program studi MIPA di beberapa perguruan tinggi mitra. Instrumen yang digunakan meliputi tes literasi sains, lembar observasi keterlaksanaan pembelajaran, dan angket respons mahasiswa. Data dianalisis menggunakan uji-t berpasangan (paired sample t-test) dan uji N-Gain untuk mengukur besarnya peningkatan literasi sains sebelum dan setelah perlakuan. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis proyek dengan pendekatan STEAM berpengaruh signifikan terhadap peningkatan literasi sains mahasiswa, yang ditunjukkan oleh peningkatan skor rata-rata dari kategori rendah menjadi kategori sedang hingga tinggi, dengan nilai N-Gain berada pada kategori sedang-tinggi. Peningkatan tersebut terjadi pada seluruh aspek literasi sains, meliputi aspek konten, proses, dan konteks sains, dengan aspek proses sains menunjukkan peningkatan paling signifikan karena mahasiswa terlibat langsung dalam merancang, mengembangkan, dan menguji produk atau solusi berbasis proyek. Selain itu, hasil angket respons menunjukkan bahwa mahasiswa memberikan tanggapan positif terhadap pembelajaran berbasis proyek berbasis STEAM karena dianggap lebih kontekstual, kolaboratif, dan relevan dengan perkembangan teknologi. Penelitian ini merekomendasikan agar integrasi pendekatan STEAM dalam pembelajaran MIPA berbasis proyek dapat diadopsi secara lebih luas sebagai strategi inovatif untuk meningkatkan literasi sains mahasiswa serta mempersiapkan lulusan yang memiliki daya saing dan kesiapan menghadapi tantangan global.
EFFECTIVENESS OF AUGMENTED REALITY TECHNOLOGY IN STRENGTHENING SCIENCE CONCEPTUAL LEARNING AT THE PRIMARY SCHOOL LEVEL Muhammad Arsyad
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 7 (2026): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21713258

Abstract

This study examines the effectiveness of Augmented Reality (AR) technology in strengthening science conceptual learning at the primary school level through a systematic literature review. The review synthesizes recent studies published between 2021 and 2026 and indexed in major academic databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar. Relevant articles were selected based on criteria related to the use of AR in primary science education, conceptual understanding, learning outcomes, engagement, and science process skills. The findings indicate that AR contributes positively to students’ understanding of abstract, microscopic, spatial, and dynamic science concepts by integrating three-dimensional visualization, real-world contexts, and interactive learning experiences. AR is particularly effective when combined with inquiry-based learning, flipped classroom strategies, collaborative activities, guided questioning, and teacher facilitation. In addition to conceptual understanding, AR supports motivation, curiosity, spatial ability, higher-order thinking, and active participation. However, its effectiveness is influenced by instructional design quality, content relevance, cognitive load, teacher competence, device availability, technical support, and school infrastructure. Poorly designed AR applications may distract students or increase cognitive overload without improving learning meaningfully. The study concludes that AR should be positioned as a pedagogical tool embedded within structured science instruction rather than as a standalone technological innovation. Future research should examine long-term concept retention, misconception reduction, transfer of learning, cost-effectiveness, inclusive access, and implementation across diverse primary school contexts. These findings provide practical implications for teachers, schools, developers, and policymakers seeking to integrate AR into science education effectively in equitable, sustainable, and developmentally appropriate ways.
Transformasi Integrasi AI Terhadap Pembelajaran Inklusif dan Multikultural dalam Era Digitalisasi Pendidikan Subroto, Desty Endrawati; Runtu, Andro Ruben; Fahrudin, Ahmad; Langi, Jeffrey Payung; Arsyad, Muhammad
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.6610

Abstract

This article aims to analyze the transformation of artificial intelligence (AI) integration in inclusive and multicultural learning in the era of educational digitalization. The study used a systematic literature review method on 35 scientific articles published in the period 2016–2026 and discussing AI in education, inclusive education, multicultural learning, assistive technology, AI literacy, algorithmic ethics, and generative AI. Article selection was carried out based on predetermined inclusion and exclusion criteria, then analyzed using thematic analysis through a process of grouping, coding, synthesizing, and interpreting key themes. The results of the study indicate that AI contributes to the transformation of learning through personalized learning, adaptive feedback, learning analytics, assistive technology, and expanding access to multicultural learning resources. On the other hand, AI implementation still faces challenges such as algorithmic bias, the digital access gap, low teacher AI literacy, and issues of privacy and ethical data use. These findings indicate that the success of AI integration is determined not only by technological advances, but also by teacher readiness, institutional governance, and the application of inclusive, multicultural, transparent, and ethical pedagogical principles. Therefore, AI needs to be positioned as a technology that supports, not replaces, the pedagogical role of teachers in creating equitable learning that values ​​diversity.
Co-Authors Abdul Wahab Syakhrani Abdul Wahab Syakhrani Aceng Haetami, Aceng Afriani, Gusma Agus Riyanto Ahmad Fahrudin Ahmad Rathomi Ahmad Rathomi Ahmad Swandi Ai Siti Nurmiati Al Ghazali, Al Ghazali Al Ikhlas Al Ikhlas, Al Ikhlas Annas, Annisa Nuraisyah Apriansyah, Deni Apriliyani, Eka Suci Archristhea Amahoru, Archristhea Arif Ismunandar Arifin, Syaadiah Arisman, Anugrah Yusuf Aristanto, Aristanto Asham Bin Jamaluddin Awaludin, Dipa Teruna Bahmid Hasbullah Bahmid Hasbullah Bartoszeck, Amauri Barus, Sebastian Budiman, B Daga, Agustinus Tanggu Dahlan Dahlan Darimis Darimis Darwata, Siti Riva Dertha Mukhtar Desty Endrawati Subroto Didi Sudrajat Dina Mayadiana Suwarma Ediaman Sitepu Efriana Jon Efrina, Gusnita Erik Novianto Erry Hendriawan Erwanto Esnawi, Esnawi Evan Haviana Eyad Saleh Bani-Domi Eyad Saleh Bani-Domi Fauzi, Muhammad Sukron Feriyanti, Yang Gusti Fitriana, Septi Gamar Abdullah Guna, Saut Haidir Syafrullah Hamzah Puadi Ilyas, Hamzah Puadi Hananuraga, Rahula Hanum, Gilang Kartika Hardiana, Hardiana Hendrilia, Yudi Heni Widyaningsih, Heni Ifa Safira Ismaul Fitroh Jamin , Nunung Suryana Joko, Neneng Andriani Joni Wilson Sitopu Judijanto, Loso Jumriah Jumriah Juwairiah Juwairiah Karina, Mila Karsita, Elma Khaerudin, Rizky Brehnaputrifajar La Rudi Laksmi, Noorhani Dyani Langi, Jeffrey Payung Layli R, Nurul Lengam, Rino Lenny Nuraeni, Lenny Lestari, Nana Citrawati Lisabe , Chandra Murdiono Loso Judijanto M Khoiri Mas'ud Muhammadiah Maysara, Maysara Meriyati Moh, Solehuddin Muh Syamsul Arifin Muh.Safar MUHAMMAD HENDRA Muhammad Khoirul Amri Nst Muhammad Yusuf Saifullah Mujahiddin Mujahiddin, Mujahiddin Munawwarah Munawwarah, Munawwarah Najdah Thalib Nana Sutrisna Nasril, Nasril Netti Zurnelli Novelti Nur ‘Azah Nurhayati Nurhayati Nurul Hikmah Paramina Indra Yani Pietra Dorand Prasetyo, Pardan Pratiwi, Andi Citra Prihantini Prihantini Rahmadhanningsih, Sri Risnawati, Yun Riyanti, Apriani Riyanto Rukhmana, Trisna Rukmini, Ai Rully Arifiansyah Runtu, Andro Ruben Rusliana Safrul, Safrul Sally Putri Karisma Samuel Mamonto Sanjaya, Feri Sari Agusliana Sayida Khoiratun Nisak Selan, Melvianus Siminto Siminto Solehuddin, Moh. Stavinibelia, Stavinibelia Subroto, Desty Endrawati Sukmawati, Eka Sulfidar, Sulfidar Sumihatul Ummah MS Suryaningsih Suryaningsih Susatyo Adhi Pramono, Susatyo Adhi Sutarto Sutarto Suyono Syaharuddin Syaharuddin Taryana Taryana, Taryana Ti Aisyah Tyahya Whisnu Hendratni Udan Kusmawan Wahyuniar Wahyuniar Wajnah, Wajnah Welsi Damayanti Zulham Zulham Zulqifli Alqadri