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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Irsyad Journal of Physics Education Journal of Vocational, Informatics and Computer Education
Nur Hidayat
Universitas Negeri Makassar
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Analysis of the Impact of Artificial Intelligence Technology on the Development of Students’ Academic Writing Skills in the Digital Learning Era Nur Hidayat; Wildan Muafan; Elma Nurjannah; Akhmad Affandi; Rosidah
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.261

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed academic practices, particularly in supporting the development of students’ academic writing. However, empirical evidence explaining how AI utilization, automatic feedback, and personalized learning contribute to writing performance in higher education remains limited. This study examines the effects of AI utilization, AI-based automatic feedback, and AI-driven personalized learning on Students’ Academic Writing Skills (SAWS). Using an explanatory quantitative approach with a cross-sectional design, data were collected from 88 Indonesian university students through purposive sampling. Partial Least Squares–Structural Equation Modeling (PLS-SEM) was employed to evaluate the measurement and structural models. The findings show that Automatic Feedback Based on AI (AFBAI) is the strongest predictor of SAWS (β = 0.531; p = 0.000). The Utilization of AI Technology (UAIT) also has a significant positive effect (β = 0.290; p = 0.007), indicating that frequent use of AI tools contributes to improved writing skills. Conversely, Personalized Learning Based on AI (PLBAI) has no significant direct effect (β = 0.053; p = 0.350). The structural model demonstrates substantial predictive power with an R² value of 0.660. AI technologies play an essential role in enhancing academic writing performance, especially through automated feedback and consistent utilization. However, AI-driven personalized learning systems still require further optimization and deeper user engagement to meaningfully support the development of complex writing competencies.
HUBUNGAN KINERJA GURU DAN MOTIVASI DENGAN HASIL BELAJAR FISIKA PESERTA DIDIK SMA NEGERI DI KOTA WATAMPONE Nur Hidayat; Muhammad Sidin Ali; Muris Muris; Rosita Rosita
Al-Irsyad Journal of Physics Education Vol 2 No 1 (2023): Al-Irsyad Journal of Physics Education
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (632.162 KB) | DOI: 10.58917/ijpe.v2i1.58

Abstract

Penelitian ini adalah penelitian ex post facto yang bersifat korelasi. Tujuan penelitian ini adalah untuk mendeskripsikan seberapa besar kinerja guru, motivasi belajar dan hasil belajar fisika, mengetahui hubungan antara kinerja guru dengan hasil belajar fisika, motivasi belajar dengan hasil belajar fisika , dan kinerja guru dan motivasi  secara bersama-sama dengan hasil belajar fisika peserta didik, mengetahui hubungan antara kinerja guru dengan hasil belajar fisika peserta didik jika motivasi belajar dikontrol, mengetahui hubungan antara motivasi dengan hasil belajar fisika peserta didik jika kinerja guru dikontrol. Populasi penelitian ini, seluruh peserta didik kelas XI IPA/MIA SMAN di Kota Watampone Tahun Pelajaran 2020/2021. Hasil penelitian menunjukkan; Kinerja guru, motivasi belajar, dan hasil belajar fisika peserta didik termasuk dalam kategori tinggi. Terdapat hubungan positif antara kinerja guru dengan hasil belajar, motivasi belajar dengan hasil belajar, kinerja guru dan motivasi belajar secara bersama-sama dengan hasil belajar fisika peserta didik, masing-masing 0,646, 0,640, 0,776. Terdapat hubungan positif antara kinerja guru dengan hasil belajar peserta didik jika motivasi belajar dikontrol, sebesar 0,570; Terdapat hubungan positif antara motivasi belajar dengan hasil belajar peserta didik jika kinerja guru dikontrol, sebesar 0,563. Model persamaan regresi berganda Ŷ  = -6,771 + 0,109X1+ 0,131X2.
From Policy to Practice: Exploring Inclusive School Culture in Vocational Education through the Index for Inclusion Nur Hidayat; Miftahul Alam Al Waro’; Rifqi Minchatul ‘Ulya
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20560

Abstract

This study aims to explore inclusive school culture through a vocationally adapted Index for Inclusion framework, focusing on multistakeholder perspectives and the factors shaping inclusive practices in vocational school settings. Employing a qualitative case study design at a vocational high school (SMK) in Surabaya, Indonesia, the study applies an Index for Inclusion framework extended with a fourth dimension, Vocational Accessibility & Transition Readiness (VATR), which integrates vocational pedagogy, Universal Design for Learning, and a school-to-work transition framework. Ten stakeholders were purposively selected using a maximum variation sampling strategy. Data were collected through triangulation of semi-structured interviews, participant observation, and document analysis, using an instrument developed from the operationalization of 24 Index for Inclusion sub-indicators. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with a deductive–inductive approach. Based on scores across 12 core Index for Inclusion indicators, the findings showed an overall inclusion attainment of only 41.67%, characterized by covert selectivity, a 1:12 special education teacher (GPK)-to-student ratio, inaccessible infrastructure, and declining academic expectations. Notably, a gap emerged between teachers’ strength-based perceptions of students with disabilities and the exclusionary experiences reported by the students themselves, indicating that students’ vocational potential is evident but remains systemically unsupported. This study proposes a Vocational Universal Design for Learning (V-UDL) framework to reconcile industry standardization with inclusive differentiation, while strengthening the VATR dimension as a policy foundation for strength-based major placement, improved special education teacher ratios, and the development of inclusive vocational learning modules at the SMK level.
Co-Authors Akhmad Affandi Elma Nurjannah Miftahul Alam Al Waro’ Muhammad Sidin Ali Muris Muris Rifqi Minchatul ‘Ulya Rosidah Rosidah Rosita Rosita Wildan Muafan