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All Journal Jurnal Pelita Pendidikan JINOP (Jurnal Inovasi Pembelajaran) Jurnal Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) EDUKATIF : JURNAL ILMU PENDIDIKAN Eduproxima : Jurnal Ilmiah Pendidikan IPA Bioeduca : Journal of Biology Education Gudang Jurnal Multidisiplin Ilmu Indonesian Educational Administration and Leadership Journal (IDEAL) JUPEMA Jurnal Intelek Dan Cendikiawan Nusantara Biodik: Jurnal Ilmiah Pendidikan Biologi Asian Journal of Science Education Educational Leadership and Management Journal Edukasi Jurnal Sinar Edukasi (JSE)
Dian Arisandy Eka Putra Sembiring
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Validating A Technology Acceptance Model of Generative AI in Undergraduate Music Education Tomi, Masvil; Utama, Galuh Tulus; Ramadhanti, Sri; Dekti, Gen; Sembiring, Dian Arisandy Eka Putra; Hendra, Robi; Yusuf, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51436

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT are rapidly entering higher education, yet their acceptance in highly embodied and practice‑oriented domains like music education remains underexplored. This study examines relationships among perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATT), behavioral intention (BI), and actual use (AU). A cross‑sectional survey of 218 music education students was conducted, supported by focus group discussions (FGDs) and classroom observations. A 28‑item TAM‑based instrument was adapted to Generative AI in music learning and underwent expert review, pilot testing, and full validation. Measurement results indicated satisfactory reliability and validity (Cronbach’s α = 0.80–0.89; composite reliability = 0.84–0.91; average variance extracted = 0.56–0.66; HTMT < 0.85), with good model fit (χ²/df = 2.11, CFI = 0.953, TLI = 0.943, RMSEA = 0.072, SRMR = 0.049). Descriptive results suggested generally positive acceptance (means on a 1–5 scale: PU = 4.07, PEOU = 3.94, ATT = 4.02, BI = 3.88, AU = 3.41). Students predominantly used AI to summarize theory, brainstorm composition ideas, generate practice drills, and simplify technical terms, while performative and practical uses remained limited. The findings corroborate TAM’s applicability to Generative AI in music education and resonate with evidence from language learning and teacher education contexts. We propose institutional strategies to support responsible adoption: concise usage guidance, assessment‑integrated AI literacy, and transparent ethical policies addressing originality and authorship. The study offers a domain‑specific, validated instrument and empirically grounded recommendations for integrating Generative AI as a cognitive and creative adjunct—rather than a replacement—for embodied musical learning.
Understanding Biology Pre-service Teachers’ Acceptance of PjBL e-logbook: An Application of the UTAUT Model at Universitas Jambi Siburian, Jodion; Sanjaya, M. Erick; Tentia, Ine; Mataniari, Raissa; Sembiring, Dian Arisandy Eka Putra
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51477

Abstract

This study investigates factors influencing students’ acceptance and use of a Project-Based Learning (PjBL) e‑logbook in biology education at Universitas Jambi, using the Unified Theory of Acceptance and Use of Technology (UTAUT). The PjBL e‑logbook was implemented in core courses of the Biology Education Study Program to support structured documentation, monitoring, and reflection on project work. An explanatory survey design was employed with 133 undergraduate students in biology education who had used the e‑logbook for at least 4 weeks. Data were collected using a UTAUT-based questionnaire covering performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), behavioral intention (BI), and the PjBL e-logbook use behavior (UB). Partial least squares structural equation modeling (PLS‑SEM) was used to assess the measurement and structural models. The results show that PE (β = 0.38, p < .001), EE (β = 0.21, p = .018), and SI (β = 0.16, p = .049) significantly predict BI, whereas FC has a positive but non-significant effect on BI (β = 0.11, p = .148). Together, these UTAUT constructs explain 52% of the variance in BI. BI strongly predicts the PjBL e‑logbook use behavior (β = 0.56, p < .001), and FC also has a modest direct effect on UB (β = 0.19, p = .028), with the model explaining 39% of the variance in UB. The findings highlight the central role of perceived usefulness, ease of use, and social influences in promoting intention, and confirm the importance of both intention and facilitating conditions for actual e‑logbook use. Practical implications for designing and scaling PjBL e‑logbooks in teacher education at Universitas Jambi and similar institutions are discussed.
Pembelajaran Berdiferensiasi Biologi; Tinjauan Persepsi Guru Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Sadikin, Ali; Mursyd, Danial; Hendra, Robi
Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Vol 8 No 2 (2024)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diklabio.8.2.180-186

Abstract

Memfasilitasi peserta didik agar dapat belajar secara maksimal tentu menjadi fokus penting pendidik, sehingga pembelajaran berdiferensiasi memiliki urgensi tersendiri. Penelitian ini bertujuan untuk mengetahui persepsi guru biologi terhadap pembelajaran berdiferensiasi. Kuantitatif deskriptif digunakan sebagai metode penelitian dengan random sampling. Data diperoleh melalui survey melalui kuesioner yang diberikan kepada guru biologi di Provinsi Jambi. Hasil analisis data menunjukan bahwa persepsi guru biologi terhadap pembelajaran berdiferensiasi berada pada kategori baik. Hal ini mengindikasikan nilai yang positif, namun perlu optimalisasi guna memastikan bahwa peserta dapat belajar sesuai dengan kebutuhannya, khususnya pada mata pelajaran biologi. Dukungan dari setiap pihak terkait diperlukan untuk penerapan pembelajaran biologi berdiferensiasi di kelas.
A Review of Emotional Intelligence and Multicultural Competence in Indonesian University Students: Learning Style and Social Support as Major Predictors of Academic Achievement Hendra , Robi; Denmar, Denny; Wijaya, Hansein Arif; Tomi, Masvil; Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Putri, Dea Amelia Dwi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.50077

Abstract

This study examines how emotional intelligence (EI), multicultural competency (MC), learning style (LS), and social support (SS) affect university students' academic performance. In Jambi, Indonesia, 242 undergraduate students from three universities completed a five-point Likert-scale questionnaire. PLS-SEM with SmartPLS 3.0 tested the proposed relationships. Research indicates that learning style (β = 1.725, p < 0.001) and social support (β = 0.952, p < 0.001) significantly impact academic achievement, explaining 76.4% of its variance (R² = 0.764). Despite expectations, emotional intelligence (β = 0.072, p = 0.137) and multicultural competence (β = -0.030, p = 0.466) did not directly impact academic accomplishment. While multicultural competency negatively impacts learning style (β = -0.987, p < 0.001), social support is the biggest predictor of both learning style and academic accomplishment. Learning style and social support drive academic performance in the examined environment, while emotional intelligence and multicultural competency have minimal direct roles. The report recommends that colleges prioritize programs that help students identify and improve their learning styles and strengthen institutional and peer support systems above emotional intelligence and multicultural training. This study enhances our understanding of non-cognitive factors of academic success in multicultural Indonesian higher education. Keywords: PS-SEM, university students, Indonesia, academic performance, emotional intelligence, multicultural competency, learning style, social support
Behavioral Intention Analysis of AI Use in Academic Writing: Implementing the UTAUT Model among English Education Students in Jambi Fauzan, Muhammad; Dian Arisandy Eka Putra Sembiring; Hansein Arif Wijaya; Muhammad Yusuf
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51029

Abstract

This study examines English as a Foreign Language (EFL) students’ behavioral intention to adopt Artificial Intelligence (AI) applications in academic writing using the Unified Theory of Acceptance and Use of Technology (UTAUT). Using Partial Least Squares-Structural Equation Modeling (PLS-SEM), the results show that the model explains 51.6% of the variance in Behavioral Intention and 66.4% of the variance in Use Behavior. Social Influence (β = 0.23; T = 3.614; p < 0.001) and Facilitating Conditions (β = 0.505; T = 7.507; p < 0.001) significantly predict students’ intention, while Performance Expectancy (β = 0.069; T = 0.778; p > 0.05) and Effort Expectancy (β = 0.011; T = 0.156; p > 0.05) do not show significant influence. Behavioral Intention strongly predicts actual AI use (β = 0.65; T = 7.985; p < 0.001), supported by adequate technological access (β = 0.217; T = 2.611; p = 0.005). Students tend to rely on AI for idea generation and language refinement but remain concerned about ethical issues that may affect academic integrity, indicating the need for institutional guidance and responsible AI literacy in higher education. Keywords: Generative AI ; Technology Acceptance ;  Social Influence ; Higher Education ; AI Literacy ; Ethical Academic Practice
Modeling Actual Use Of Technology and Student Engagement in Biology Project‑Based Learning Using Artificial Neural Networks Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Mardiyanti, Lely; Fauzan, Muhammad; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51335

Abstract

In higher education, especially science and biology, digital technology in project-based learning (PjBL) environments has improved student engagement and learning outcomes. technological, AI, and lecturer assistance have been studied in PjBL, but few have used Artificial Neural Networks (ANN) to analyze the complicated interactions between technological acceptance variables and student engagement. ANN is used to predict students' attitudes toward technology (ATT), intention to use technology (INT), actual use of technology in PjBL (AU-PjBL), and student engagement (SE) based on PEOU, PU, and Lecturer Support. Biology education students at Universitas Jambi completed a 35-item Likert-scale questionnaire. We created four ANN models: Model A (PU, PEOU → ATT), Model B (PU, ATT → INT), Model C (INT, LS → AU-PjBL), and Model D (AU-PjBL, LS → Each model was trained and tested using ten network configurations. Model performance was assessed using Root Mean Square Error (RMSE), and input variable relevance was determined via sensitivity analysis. All ANN models have low RMSE values for training and testing datasets, indicating good predicting accuracy. According to sensitivity analysis, PU predicts ATT better than PEOU, ATT predicts INT better than PU, INT predicts AU-PjBL better than LS, and AU-PjBL predicts SE better than LS. These data emphasize that students' perceived utility, positive attitudes, intention, and technology use drive biology PjBL involvement. The paper highlights ANN as a powerful analytical tool for modeling non-linear and interdependent relationships in technology-enhanced PjBL and gives practical implications for developing meaningful technology use and engagement learning environments. Keywords: Artifical neural network; actual use of technology; lecturer support; project-based learning; biology education.
Peran Model Pembelajaran Inovatif dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa: Literature Review Dias Larasati; Jodion Siburian; Dian Arisandy Eka Putra Sembiring
Gudang Jurnal Multidisiplin Ilmu Vol. 4 No. 1 (2026): GJMI - Januari
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v4i1.1985

Abstract

Kemampuan pemecahan masalah merupakan keterampilan penting dalam pembelajaran abad ke-21, khususnya pada pembelajaran IPA, karena mendukung kemampuan berpikir kritis dan sistematis siswa. Namun, pembelajaran konvensional yang berpusat pada guru belum optimal dalam mengembangkan keterampilan tersebut, sehingga diperlukan penerapan model pembelajaran inovatif untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengkaji peran model pembelajaran inovatif dalam meningkatkan kemampuan pemecahan masalah siswa melalui pendekatan studi literatur review. Metode penelitian yang digunakan adalah studi literatur dengan menganalisis 20 artikel ilmiah nasional yang dipublikasikan pada rentang tahun 2013–2025 dan relevan dengan topik penelitian. Artikel yang direview mencakup berbagai model pembelajaran inovatif, antara lain Problem Based Learning (PBL), Problem Solving, Project Based Learning (PjBL), Discovery Learning, serta pengembangan bahan ajar berbasis masalah. Hasil kajian menunjukkan bahwa secara umum model pembelajaran inovatif berperan signifikan dalam meningkatkan kemampuan pemecahan masalah siswa pada pembelajaran IPA di berbagai jenjang pendidikan, mulai dari sekolah dasar hingga sekolah menengah atas. Model Problem Based Learning menjadi model yang paling dominan dan konsisten memberikan dampak positif terhadap peningkatan kemampuan pemecahan masalah, terutama ketika dipadukan dengan bahan ajar dan pendekatan kontekstual. Selain itu, penerapan model pembelajaran inovatif juga berkontribusi terhadap peningkatan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inovatif efektif diterapkan dalam pembelajaran IPA untuk mendukung pengembangan kemampuan pemecahan masalah siswa.
Pengaruh Pembelajaran Berdiferensiasi Dalam Meningkatkan Kemampuan Pemecahan Masalah: Literatur Review Mia Susandira; Jodion Siburian; Dian Arisandy Eka Putra Sembiring
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pembelajaran berdiferensiasi merupakan strategi pedagogis yang dirancang untuk mengakomodasi keragaman gaya belajar, minat, dan kesiapan siswa dalam kelas heterogen. Kajian ini bertujuan untuk menganalisis pengaruh pembelajaran berdiferensiasi terhadap peningkatan kemampuan pemecahan masalah siswa, khususnya dalam konteks pendidikan biologi. Metode yang digunakan adalah tinjauan literatur terhadap dua puluh artikel jurnal terbit antara tahun 2020–2025 yang memenuhi kriteria inklusi, yaitu berfokus pada diferensiasi pembelajaran dan kemampuan problem solving. Analisis tematik dilakukan dengan mengelompokkan temuan ke dalam tiga kategori utama: strategi diferensiasi, hasil pemecahan masalah, dan konteks penerapan. Hasil kajian menunjukkan bahwa pembelajaran berdiferensiasi secara konsisten memberikan dampak positif terhadap motivasi belajar, keterlibatan aktif, serta keterampilan berpikir kritis siswa. Selain itu, diferensiasi terbukti mendukung pengembangan keterampilan abad ke-21 (critical thinking, creativity, collaboration, communication) dan menciptakan lingkungan belajar yang lebih inklusif. Namun, tantangan implementasi masih ditemukan, terutama terkait keterbatasan waktu guru, kesiapan profesional, serta instrumen evaluasi yang belum komprehensif. Kajian ini menyimpulkan bahwa pembelajaran berdiferensiasi berpotensi menjadi strategi berkelanjutan dalam meningkatkan kemampuan pemecahan masalah siswa, dengan catatan perlunya dukungan kebijakan, pelatihan guru, dan penelitian lanjutan berskala lebih luas.
Literasi ICT (Information Communication and Technology) Siswa SMA Dalam Pembelajaran Biologi : Systematic Literature Review Paramita, Dian; Siburian, Jodion; Sembiring, Dian Arisandy Eka Putra
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 1 (2026): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i1.8885

Abstract

Perkembangan Information and Communication Technology (ICT) telah membawa perubahan signifikan dalam pembelajaran biologi di Sekolah Menengah Atas (SMA) serta menuntut literasi ICT sebagai kompetensi penting abad ke-21. Penelitian ini bertujuan untuk menganalisis secara sistematis peran literasi ICT siswa SMA dalam mendukung efektivitas pembelajaran biologi berbasis teknologi. Kebaruan kajian ini terletak pada sintesis sistematis literatur terbaru (2020–2025) yang menghubungkan bentuk pemanfaatan ICT, variasi literasi ICT siswa, serta hambatan implementasinya dalam pembelajaran biologi SMA, yang masih jarang dikaji secara komprehensif sebelumnya. Penelitian dilakukan melalui pendekatan Systematic Literature Review (SLR) dengan sumber data dari Google Scholar, menggunakan kriteria artikel terbit tahun 2020–2025 pada jurnal nasional terakreditasi Sinta 1–5. Sebanyak 20 artikel dianalisis menggunakan pendekatan deskriptif-sintesis. Hasil kajian menunjukkan bahwa pemanfaatan ICT dalam pembelajaran biologi berdampak positif terutama dalam meningkatkan motivasi belajar, pemahaman konsep abstrak, serta capaian hasil belajar siswa. Namun, efektivitas ICT belum merata karena tingkat literasi ICT siswa masih bervariasi serta integrasi teknologi oleh guru belum sepenuhnya optimal. Hambatan utama meliputi keterbatasan kompetensi pedagogis-teknologis guru dan dukungan sarana-prasarana sekolah. Temuan ini menegaskan perlunya penguatan literasi ICT siswa, peningkatan kompetensi guru, serta pengembangan ekosistem pembelajaran digital agar pembelajaran biologi berbasis ICT lebih efektif dan berkelanjutan
Literature Review: Kajian Sistematis Model Problem Based Learning Berbantuan Media Pembelajaran Terhadap Peningkatan Literasi Media Siswa Girsang, Marina; Siburian, Jodion; Sembiring, Dian Arisandy Eka Putra
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 1 (2026): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i1.8898

Abstract

Literasi media merupakan kompetensi penting bagi siswa di era digital. Problem Based Learning (PBL) dipandang sebagai pendekatan pembelajaran yang relevan untuk mengembangkan kemampuan literasi media siswa. Penelitian ini bertujuan untuk mengkaji efektivitas PBL dalam meningkatkan literasi media siswa melalui studi literatur. Metode yang digunakan adalah literature review terhadap 15 artikel jurnal nasional terakreditasi yang dipublikasikan dalam rentang tahun 2020–2025. Artikel dipilih berdasarkan kriteria relevansi dengan topik literasi media dan PBL serta memuat hasil penelitian empiris, dan ditelusuri melalui basis data Google Scholar. Data dianalisis secara deskriptif dengan menelaah model pembelajaran, jenis media yang digunakan, serta hasil penerapan PBL. Hasil kajian menunjukkan adanya pola temuan yang konsisten bahwa penerapan PBL yang dipadukan dengan berbagai media pembelajaran seperti media pansi, media pohon, modul digital, magic box, konten digital, media audiovisual, aplikasi pembelajaran, media matematika, puzzle, video, media sosial, YouTube, serta game pembelajaran cenderung meningkatkan kemampuan literasi media siswa. PBL mendorong keterlibatan aktif siswa dalam pemecahan masalah kontekstual, yang berdampak pada peningkatan kemampuan analisis, evaluasi, dan pemanfaatan konten media secara kritis. Simpulan penelitian ini menegaskan bahwa PBL merupakan model pembelajaran yang efektif dan adaptif dalam meningkatkan literasi media siswa di era digital, serta memiliki potensi luas untuk diterapkan dalam berbagai konteks pembelajaran
Co-Authors Ali Sadikin Ali Sadikin Anistia, Cahaya Aprillitzavivayarti, Aprillitzavivayarti Denny Denmar Dian Paramita Dias Larasati Ervan Johan Wicaksana Fatimah, Rika Fatona, Arsa Febriyanti, Ella Fitrilla, Adinda Gen Dekti Girsang, Marina Hansein Arif Wijaya Haya, Haya Hendra, Robi Hestri, Zulfa Hidayati, Syaidah Humairoh, Sayra Ine Tentia Jehlie Alaisa Marasigan Contreras Jodion Siburian Jupisa, Refni Latifah Nasution Lestari , Ayu M. Erick Sanjaya Mardiyanti , Lely MARIA BINTANG Mataniari, Raissa Mia Susandira Muhammad Fauzan Muhammad Yusuf Muhammad Yusuf Muhammad Yusuf Mursyd, Danial Prameswari, Tiara Indri Prihandani, Ghina Puja, Muhammad Purba, Yance Pronika Puspita, Putri Aamalia Putri, Dea Amelia Dwi Rahayu, Almaida Rahma, Zulpatur Rahmad , Rayhan Fadhillah Ramadhan, Aurora Chantyka Maharani Ramadhanti, Sri Rangkuty, Sailana Mira Rani, Yunita Cahya Rini Rahma Dina Sailana Mira Rangkuty Salsabilla, Opella Futri Sanjaya, M. Erick Saputri, Lidya Saputri, Risma Nata Shoimah, Laily Nur Siburian , Jodion Suprapti, Atmi Syafitri, Restu Tomi, Masvil Try Susanti Utama, Galuh Tulus Widia, Widia Zusmita Wasni, Nila