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All Journal Buletin Edukasi Indonesia Jurnal Penelitian Ilmu-Ilmu Sosial
Mahmuda Ma'arif
Universitas Ahmad Dahlan
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence as a Learning Companion in the Classroom: Fostering Growth Mindset and Critical Thinking in AI-Assisted Learning Environments Juwita Sukmaningsih; Muhammad Ainur Rofiq; Wahyu Surya Al Fikri; Mahmuda Ma'arif; Wahyu Nanda Eka Saputra
Buletin Edukasi Indonesia Vol. 5 No. 02 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002279

Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, particularly in classroom learning environments. AI-powered technologies such as intelligent tutoring systems and generative AI platforms provide new opportunities for personalized learning, knowledge exploration, and academic support. However, the integration of AI in education also raises critical concerns regarding the reliability of AI-generated information and the risk of students becoming overly dependent on automated tools. This study explores the role of artificial intelligence as a learning companion in classroom contexts and examines how educators can cultivate growth mindset and critical thinking skills among students in AI-assisted learning environments. Using a qualitative literature-based approach, this study synthesizes recent research on AI in education, AI literacy, and growth mindset pedagogy published between 2022 and 2026. The study proposes a conceptual framework that integrates AI-assisted exploration, critical evaluation of AI-generated knowledge, and reflective learning practices aimed at developing growth mindset among students. The findings indicate that AI should not be viewed as a definitive source of knowledge but rather as a cognitive partner that supports idea generation, information exploration, and collaborative learning. At the same time, students must be trained to critically evaluate AI outputs because AI systems may produce inaccurate or biased information. By integrating growth mindset principles and AI literacy into classroom pedagogy, teachers can help students use AI responsibly while maintaining active intellectual engagement. This study contributes to ongoing discussions about the ethical and pedagogical implications of AI in education and proposes strategies for balancing technological innovation with human cognitive development.
Understanding Nationalism in Historical Places: A Study of the Museum Visit Experience of Civic Education Students of Universitas Ahmad Dahlan Annisa Rahmania; Dikdik Baehaqi Arif; Mahmuda Ma'arif
Jurnal Penelitian Ilmu-Ilmu Sosial Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The research was inspired by the importance of nationalist values in history learning, particularly at a time when visiting museums is frequently regarded merely as a form of entertainment. The Katadata Insight Center has reported that 67.2% of museum visits are for recreational purposes, indicating that museums have not fully optimized their educational function. This research aims to reveal students’ interpretations of and reflections on the nationalist values they develop after visiting museums. This study adopts a qualitative approach with a phenomenological design. Data were collected using in-depth interviews and documentation, and and subsequently analyzed via thematic analysis. The subjects included the lecturer of the Indonesian National History course and six students from the Pancasila and Civic Education (PPKn) study program selected through purposive sampling. The findings reveal that museum visits engender a transformation of perspective toward history, a transfer of values, historical visual validation, a spiritual connection, and professional reflection for pre-service teachers. The experience encourages students to reflect on nationalism, as indicated by a redefinition of nationalism, increased historical awareness, an internalization of sacrifice, and changes in social behavior. The findings also show that an understanding of nationalism is shaped by students' interpretations of and reflections on their experiences during museum visits. These insights can serve as a reference for developing experience-based materials for history courses in higher education.
Co-Authors Annisa Rahmania Juwita Sukmaningsih Muhammad Ainur Rofiq Wahyu Nanda Eka Saputra, Wahyu Nanda Eka Wahyu Surya Al Fikri