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All Journal Unes Law Review Journal of Social, Humanity, and Education
Arismunandar Arismunandar
Universitas Negeri Makassar, Makassar, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences

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Pengaruh Model Problem Based Learning dalam Meningkatkan Hasil Belajar Siswa SMP Negeri 33 Kota Makassar Kelas IX Muh. Said; Arismunandar Arismunandar; Muhammad Miftah Fauzan; Imran Eka Saputra
UNES Law Review Vol. 6 No. 2 (2023): UNES LAW REVIEW (Desember 2023)
Publisher : LPPM Universitas Ekasakti Padang

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Abstract

This research aims to determine the effect of problem-based learning on improving learning outcomes. This research uses a quantitative approach with a quasi-experimental design to evaluate the impact of implementing a problem-based learning model on Social Sciences (IPS) learning outcomes at SMPN 33 class IX UPT SMP Negeri 33 Makassar City. The research sample consisted of two groups. The sample was determined using purposive sampling, 30 experimental and 30 control class samples. Data was collected using tests. The control group received conventional learning, while the experimental group received learning with a problem-based learning model. Data is collected through test results. The hypothesis test results show a significant difference in the ability of Social Sciences learning outcomes between the two research groups. Confirms that the application of the problem-based learning model has a positive effect in improving social studies learning outcomes at the junior high school level.
Personalization of Heutagogical Learning through LLMs: A Thematic Study of Opportunities and Challenges Arismunandar Arismunandar; Fatiyatul Muawanah Amdar; Arnidah Arnidah; Sapto Haryoko; Ansar Ansar; Nurhikmah H
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p505-521.2026

Abstract

Purpose: This study explores how university students use Large Language Models (LLMs) to personalize learning within a heutagogical framework, with particular attention to the opportunities and challenges that emerge in their learning experiences..Methodology: A qualitative exploratory design was employed involving 21 undergraduate students from science, social science, STEM, and education programs. Data were collected through semi-structured in-depth interviews, chat log analysis, and learning documentation, and analyzed using thematic analysis and trustworthiness criteria. Results: Four major themes emerged: LLM as a metacognitive scaffold, LLM as a learning partner, cognitive offloading, and autonomy versus dependency of the learning process. The findings show that while LLMs can stimulate reflection, critical questioning, and idea exploration, they also create the risk of shortcut thinking and reduced cognitive engagement. Conclusions: LLMs play a dual role in heutagogical learning, functioning as both cognitive catalysts and cognitive crutches. Their educational value depends on how they are designed and used to preserve productive struggles and learner autonomy. Limitations: This study was limited to a qualitative exploration of higher education and did not quantitatively measure learning outcomes. Contributions: This study contributes to the growing literature on AI in education by offering a nuanced understanding of LLMs as metacognitive scaffolds and informing pedagogical design for AI-scaffolded autonomy.
Co-Authors Ansar Ansar Arnidah Arnidah Fatiyatul Muawanah Amdar Imran Eka Saputra Muh. Said Muhammad Miftah Fauzan Nurhikmah H Sapto Haryoko