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Sabariah
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DIGITALISASI DAN KECERDASAN BUATAN SEBAGAI PARADIGMA BARU STRATEGI PEMBELAJARAN DALAM PENGUATAN KOMPETENSI ABAD KE-21 Adi Bandono; Sabariah; Rufi'i
Seminar Nasional Hasil Riset dan Pengabdian Vol. 7 (2025): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 7 Tahun 2025
Publisher : LPPM Universitas PGRI Adi Buana

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Abstract

Perkembangan teknologi digital dan kecerdasan buatan (Artificial Intelligence/AI) telah mendorong pergeseran paradigma pendidikan menuju model pembelajaran yang lebih adaptif, berbasis data, dan berpusat pada peserta didik. Transformasi ini menuntut restrukturisasi strategi pembelajaran agar selaras dengan tuntutan kompetensi abad ke-21, yang mencakup keterampilan berpikir kritis, kreativitas, kolaborasi, komunikasi, serta literasi digital. Penelitian ini bertujuan untuk mengidentifikasi dan mengukur pengaruh penerapan digitalisasi dan AI terhadap penguatan kompetensi abad ke-21 di kalangan pendidik dan peserta didik di wilayah Surabaya dan Sidoarjo.Pendekatan yang digunakan adalah kuantitatif deskriptif–kausal, dengan penyebaran kuesioner kepada 112 responden, dianalisis melalui model Structural Equation Modeling berbasis Partial Least Squares (SEM–PLS). Hasil analisis menunjukkan bahwa digitalisasi berpengaruh signifikan terhadap peningkatan kompetensi abad ke-21 dengan nilai koefisien jalur 0,574 (p < 0,05), sedangkan AI memberikan pengaruh lebih dominan dengan koefisien 0,732 (p < 0,05). Nilai R-square sebesar 0,68 mengindikasikan bahwa kedua variabel menjelaskan 68% variasi terhadap peningkatan kompetensi abad ke-21. Temuan ini mempertegas posisi AI dan digitalisasi bukan semata alat bantu pedagogis, melainkan instrumen strategis dalam membangun ekosistem pembelajaran yang cerdas, berkelanjutan, dan berorientasi pada transformasi sumber daya manusia menuju Society 5.0.
PENGARUH PEMBELAJARAN PROBLEM BASED LERANING (PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING SERTA MOTIVASI BELAJAR TERHADAP PERKEMBANGAN KOGNITIF ANAK Fitriyani, Heni; Sabariah; Zaman, Akhmad Qomaru
JS (JURNAL SEKOLAH) Vol. 10 No. 1 (2025): DESEMBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/js.v10i1.67353

Abstract

Abstract: Basic learning becomes effective through play, exploration, and differentiation, using the PBL and PjBL approaches along with high motivation to enhance children's cognition, creativity, and engagement. The purpose of this study is to measure the effectiveness of two learning models and learning motivation on the cognitive improvement of children who are beginning to develop abstract thinking and problem-solving skills. The research method uses a quantitative approach with a pretest-posttest control group experimental design, random sampling, the use of questionnaires, observations, cognitive tests, normality tests, homogeneity tests, Two-Way ANOVA analysis, Tukey post-hoc test, and multiple linear regression analysis. The results show a significant influence of learning methods and learning motivation on children’s cognitive scores. The combination of both factors and their interaction statistically strongly affect cognitive development with a predictive power of 88.1%. These findings confirm that the effectiveness of learning methods depends on the motivation level of 11–12-year-old elementary school students, with significant variations in cognitive outcomes. Conclusion: The combination of active learning methods such as PBL and PjBL with high learning motivation is crucial for optimizing students' cognitive development, especially in critical thinking and problem-solving. Keywords: Problem-Based Learning; Project-Based Learning; Learning Motivation; Cognitive Development   Abstrak: Pembelajaran dasar menjadi efektif melalui permainan, eksplorasi, dan diferensiasi, dengan pendekatan PBL, PjBL, serta motivasi tinggi guna meningkatkan kognitif, kreativitas, dan partisipasi anak. Tujuan penelitian mengukur efektivitas dua model pembelajaran dan motivasi belajar terhadap peningkatan kognitif anak yang mulai berpikir abstrak dan memecahkan masalah. Metode penelitian dengan pendekatan kuantitatif dengan desain eksperimen pretest-posttest control group, pengambilan sampel acak, penggunaan kuisioner, observasi, tes kognitif, uji normalitas, uji homogenitas, analisis Two Way ANOVA, uji post-hoc Tukey, dan analisis regresi linear berganda. Hasil penelitian menunjukkan: ada pengaruh signifikan metode pembelajaran dan motivasi belajar terhadap nilai kognitif anak. Kombinasi kedua faktor tersebut serta interaksinya secara statistik kuat memengaruhi perkembangan kognitif dengan daya prediksi 88,1%. Hasil ini menegaskan bahwa efektivitas metode pembelajaran bergantung pada tingkat motivasi siswa usia 11–12 tahun di sekolah dasar dengan variasi nilai kognitif yang signifikan. Kesimpulan: Kombinasi metode pembelajaran aktif seperti PBL dan PjBL dengan motivasi belajar tinggi sangat penting untuk mengoptimalkan perkembangan kognitif siswa, terutama dalam berpikir kritis dan pemecahan masalah. Kata kunci: Problem Based Leraning; Project Based Learning; Motivasi Belajar; Kognitif
Challenging Tasks, Motivated Cadets: Structural Validation of Task Challenge in ESP Reading for Aviation Dani Chandra Yudho Pranoto; Rufi'i; Sabariah; Bandono, Adi; Susanto, Fajar
Langit Biru: Jurnal Ilmiah Aviasi Vol 19 No 1 (2026): Langit Biru: Jurnal Ilmiah Aviasi
Publisher : Politeknik Penerbangan Indonesia Curug

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54147/langitbiru.v19i1.1575

Abstract

English for Specific Purposes (ESP) plays a crucial role in preparing aviation cadets to comprehend technical documents and operate safely in global contexts. This study explores how perceived task characteristics—task relevance, benefit, and challenge—affect cadets' motivation in ESP reading tasks. Utilizing a quantitative-confirmatory design, data were collected from 95 cadets and analyzed through Structural Equation Modeling (SEM). The findings indicate that among the three constructs, only task challenge significantly predicted cadet motivation and confidence in reading. Task relevance and benefit, while positively perceived, did not produce statistically significant effects. The results highlight the central role of task difficulty in fostering engagement and persistence among cadets. The validated model underscores the importance of designing reading tasks that are optimally challenging to enhance motivation in high-stakes educational environments. This study provides empirical grounding for curriculum innovation in aviation English and contributes to the theoretical understanding of motivational dynamics in ESP contexts.
Teacher Professional Development Strategy Based on Human Performance Technology (HPT) to Improve the Quality of Authentic Evaluation Anugraha, Krisna Murti; Sabariah; Rahayu, Indah Zulaila
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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Abstract

The need to improve assessment quality in 21st-century learning highlights the importance of authentic assessment in developing students’ critical thinking, creativity, and problem-solving skills. However, many elementary school teachers still face difficulties in designing authentic assessment effectively. This study aims to analyze the performance gap of teachers in designing authentic assessment and to formulate intervention strategies based on Human Performance Technology (HPT) to improve assessment design quality. The research employed a quantitative descriptive approach using a performance gap analysis design. The participants were 11 teachers from SDN Plemehan 2 Sumobito, Jombang Regency, selected purposively. Data were collected through a questionnaire based on five HPT components and analyzed using descriptive statistics with SPSS version 26. The results show that the overall average score falls into the good category, with the highest score in the motivation component (mean = 4.09; 81.8%) and the lowest in knowledge and skills (mean = 3.07; 61.4%). These findings indicate that teachers have strong motivation to implement authentic assessment but still require improvement in conceptual understanding and technical skills in assessment design. Based on the identified performance gaps, several intervention strategies are recommended, including practice-based micro training, strengthening data-driven feedback systems, developing Professional Learning Communities (PLC), and optimizing school technological resources. The study proposes an HPT-based teacher professional development framework that is contextual, measurable, and sustainable, which can serve as a strategic model to improve the quality of authentic assessment implementation in elementary schools.
Co-Authors Abdillah Adipatria B. Azhar Achmad Noor Fatirul Adi Bandono Agustina Rahmi Agustina, Dara Ainul Yaqin ANDRI KURNIAWAN Anugraha, Krisna Murti Arif Yachya Atiqoh Bandono, Adi Baso Hamarullah Halim br Tumanggor, Aisyah Dani Chandra Yudho Pranoto Debby Susanti Dhahika Effendi Dwi Aryani, Arum Dwi Sogi Sri Redjeki Endah Yulia Rahayu Enma Megawati Erashandrawati, Erashandrawati Erfika, Erfika Eshariayni Fajar Susanto Febriani Fitriah Saqinah Hartono Hartono Heni Fitriyani, Heni I Gede Ngurah Putra Nata Sudana I Putu Bayu Agus Saputra Incha.P. Telaumbanua Ismail Ali Kadori Katalina Syartika.D Kresnapati, I Nyoman Bagus Aji Krisna Murti Anugraha Kurniawan, Nadi Lestari Aulia, Devi Lisa Marinda.R Melly Anggraini Muh. Dia Ikhsan Perdana Muh. Rizki Musyarrafah Norisah Nurmida Chaterine Sitompul Putri Berliana Octavira Rahayu, Endah Yulia Rahayu, Indah Zulaila Ramadhani, Afrita Risnayanti Robi’ati Fauziyah Rozikin Rufi'i Rufi’i Rufi’i, Rufi’i Ruslianti Rusmawati, Retno Danu Rusmiatik Santi Anita Sinaga Satuti, Luxmita Anna Sri Watini Suharti Suharyanto Supriyanto Syultje Sihasale Wawan Gunawan Wawan Gunawan Wiwin Mulianingsih Yoso Wiyarno Yustiana Zaman, Akhmad Qomaru