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All Journal Al Ishlah Jurnal Pendidikan INSECTA: Integrative Science Education and Teaching Activity Journal
Tommy Tanu Wijaya
Beijing Normal University, China
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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EXPLORING THE TRANSFORMATIVE EFFECT OF PROBLEM-BASED LEARNING MODELS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON STUDENTS' RATIONAL THINKING ABILITY ACROSS GENDER Khoirotus Sholikhah; Edi Irawan; Tommy Tanu Wijaya
INSECTA: Integrative Science Education and Teaching Activity Journal Vol 4, No 1 (2023)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v4i1.6054

Abstract

The rational thinking abilities of students require development through effective learning strategies. This study investigates the effectiveness of a STEM-based Problem-Based Learning (PBL) model in enhancing students' rational thinking abilities, with consideration for gender differences. This research uses a quantitative approach and a quasi-experimental design. Data analysis involved the application of Two-Way ANOVA and Scheffe tests utilizing SPSS software. Participants consisted of Class VII students from MTs Ma'arif Balong Ponorogo. The findings indicate the following: (1) the initial rational thinking abilities of the experimental and control groups were comparable; (2) the STEM-based PBL model demonstrated superior effectiveness in improving students' rational thinking skills when compared to conventional learning methods; (3) no significant disparity in rational thinking abilities were observed between male and female students; (4) an interaction effect between the learning model and gender was detected, influencing students' rational thinking abilities. Specifically, female students displayed superior rational thinking abilities when exposed to the STEM-based PBL model. Conversely, no gender-based discrepancy in rational thinking abilities was observed among students utilizing the conventional model. These findings underscore the potential of the STEM-based PBL model as an alternative approach to foster students' rational thinking abilities.
Artificial Intelligence (AI)-Based Digital Learning: The Impact on Students' Learning Motivation and Digital Literacy in Riau Paijan Rambe; Henri Yanto Daulay; Pangoloan Soleman Ritonga; Tommy Tanu Wijaya; Setia Wardana Putri
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9083

Abstract

The rapid development of digital technology, particularly Artificial Intelligence (AI), has transformed educational practices and learning environments. This study investigates the impact of AI-based digital learning on student learning motivation and digital literacy in Riau.A quantitative research design was employed using a questionnaire administered to 45 students in Riau. Data were analyzed using Structural Equation Modeling (SEM) with Path Analysis (version 3.0) to examine the relationships between AI-based digital learning, learning motivation, and digital literacy.The findings reveal that AI-based digital learning does not have a statistically significant effect on student learning motivation (β = -0.607; T = 0.607 1.97; p = 0.544 0.05). In contrast, AI-based digital learning has a significant positive effect on students’ digital literacy (β = 0.360; T = 3.047 1.97; p = 0.000 0.05). These results indicate that while AI integration enhances students’ digital competencies, it does not necessarily foster their motivation to learn.The study suggests that AI-based learning should be complemented with interactive pedagogical strategies—such as collaborative learning, gamification, and reward-based approaches—to effectively enhance student motivation. Despite its limited influence on motivation, AI demonstrates substantial potential in improving digital literacy, enabling educators to promote advanced digital skills through smart learning applications, data-driven learning, and AI-supported platforms. These findings highlight the importance of balancing technological integration with pedagogical innovation to maximize learning outcomes.
Co-Authors Edi Irawan Henri Yanto Daulay Khoirotus Sholikhah Paijan Rambe Pangoloan Soleman Ritonga Setia Wardana Putri