Garuda - Garba Rujukan Digital

Emerging Trends of Artificial Intelligence in Education (2021–2026): A Bibliometric Analysis of Curriculum and Vocational Education Transformation Amy Theresia Sipayung; Rusman; Ahmad Fajar Fadlillah
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.623

Artificial intelligence (AI) increasingly reshaped educational practices, prompting growing scholarly inquiry into its pedagogical, curricular, and environmental implications. However, existing bibliometric reviews of Artificial Intelligence in Education (AIED) predominantly predated the generative AI inflection point and rarely disaggregated vocational education as a distinct theme. This study examined the intellectual structure and thematic evolution of AIED research published between 2021 and 2026, focusing on how curriculum development and vocational education transformation were represented within the field. Bibliographic data were retrieved from Scopus using the query "Artificial Intelligence" AND "Education" across title, abstract, and keyword fields, yielding 420 initial records. Following a four-stage Identification-Screening-Eligibility-Inclusion process, 107 peer-reviewed journal articles were retained. Publication output rose from five articles annually in 2021-2022 to 55 in 2025, with 83.2% of the dataset concentrated in 2023-2025, confirming a measurable post-generative AI acceleration. Arts and Humanities (45.0%) and Social Sciences (35.0%) dominated the disciplinary distribution, while China and the United States jointly led geographical output. Keyword co-occurrence mapping identified four clusters, with vocational education and training co-anchoring a cluster alongside deep and reinforcement learning, indicating an established rather than emergent research domain. This study offered the first structured mapping of vocational education's position within the post-2023 AIED landscape, informing curriculum developers, researchers, and policymakers.

Enhancing Students' Reading Literacy through the Implementation of Reading and Writing Across the Curriculum (RWAC) Using BukuAku Amy Theresia Sipayung; Asep Herry Hernawan; Ahmad Fajar Fadlillah
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 1 (2025): VOLUME 8, NUMBER 1, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i1.85539

This study evaluated the effectiveness of BukuAku, an interactive digital library application, in enhancing elementary school students’ reading literacy through the Reading and Writing Across the Curriculum (RWAC) approach. As digital learning tools become increasingly integral in early education, this study aimed to assess the impact of BukuAku on students’ reading comprehension using a quantitative research design. A quasi-experimental one-group pretest–posttest design was implemented involving 30 third-grade students over a four-month intervention period (January–April 2025). Two main instruments were employed in this study. The first instrument was the Lumina Testing Service (LTS), a Lexile-based quantitative reading assessment tool that is widely used internationally and supported by documented validity and reliability. The second was BukuAku, a digital library that provided leveled digital texts, audio narration, and quizzes to support the learning process. Reading proficiency was measured using the LTS before and after the intervention. Statistical analysis using a paired samples t-test revealed a significant increase in students’ Lexile scores, from a mean of 700.17 (SD = 26.375) in the pretest to 832.33 (SD = 39.277) in the posttest. These results demonstrate a substantial improvement in reading comprehension following the intervention. The findings support the efficacy of integrating digital literacy tools with cross-curricular reading and writing approaches to strengthen reading comprehension in early grades. This study contributes to the empirical literature on educational technology integration and highlights the value of structured, interactive literacy interventions. Future research is recommended to explore long-term impacts and broader implementation across diverse educational context.

Student perceptions of the socialization and implementation Merdeka Belajar Kampus Merdeka program Tridelvy Sensony; Dadang Sukirman; Ahmad Fajar Fadlillah
Curricula: Journal of Curriculum Development Vol. 3 No. 2 (2024): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v3i2.74952

This study analyzes the perceptions of students of the Universitas Pendidikan Indonesia about the implementation of the Merdeka Belajar Kampus Merdeka Program Policy, including their interests and expectations related to learning activities. The background of this study focuses on the importance of socialization programs in improving student understanding and participation. The method used in this research is a quantitative approach with a descriptive design involving 40 respondents who are active students and have finished the program for at least one semester. Data were collected using a closed questionnaire with 30 statements with a Likert scale and then analyzed using descriptive analysis. The findings revealed that students' perceptions of program socialization and independent study implementation were rated to be in the category of "positive". This means that most of the respondents agreed that through socialization they became informed about the existence of the program and joined the same. Additionally, interests in learning were categorized as "very positive". These findings emphasize the importance of effective socialization in educational programs and can be a reference for developing better MBKM programs in the future. It is expected that this research will contribute to an increase in the quality of education in Indonesia. Abstrak Penelitian ini menganalisis persepsi mahasiswa Universitas Pendidikan Indonesia tentang implementasi Kebijakan Merdeka Belajar Kampus Merdeka, termasuk minat dan harapan mereka terkait dengan kegiatan pembelajaran. Latar belakang penelitian ini berfokus pada pentingnya program sosialisasi dalam meningkatkan pemahaman dan partisipasi mahasiswa. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan desain deskriptif yang melibatkan 40 responden yang merupakan mahasiswa aktif dan telah menyelesaikan program minimal satu semester. Data dikumpulkan menggunakan kuesioner tertutup dengan 30 pernyataan dengan skala likert kemudian dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap sosialisasi program dan implementasi studi mandiri dinilai dalam kategori "positif". Artinya sebagian besar responden setuju bahwa melalui sosialisasi mereka menjadi tahu tentang keberadaan program dan mengikutinya. Selain itu, minat belajar dikategorikan "sangat positif". Temuan ini menekankan tentang pentingnya sosialisasi yang efektif dalam program pendidikan dan dapat menjadi acuan untuk mengembangkan program MBKM yang lebih baik di masa mendatang. Diharapkan penelitian ini akan memberikan kontribusi bagi peningkatan kualitas pendidikan di Indonesia. Kata Kunci: kampus merdeka; minat belajar; persepsi mahasiswa

Memahami inti dari proses pengembangan kurikulum: Analisis kebutuhan, perancangan, dan formulasi Abdul Karim Suhadha; Cepi Riyana; Ahmad Fajar Fadlillah; Eva Puspitasari; Amir Hamzah
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.567

The rapid evolution of digital technology and artificial intelligence has rendered traditional curricula obsolete, necessitating an adaptive systemic reconstruction. This study aims to dissect the fundamental phases of curriculum development through the triad of needs analysis, design, and formulation within the framework of digital humanism. A Systematic Literature Review (SLR) method was applied to 22 primary scientific articles sourced from the Scopus database (2019-2025), in strict adherence to PRISMA guidelines. Findings indicate that the effectiveness of curriculum development is determined by methodological rigor and the balance between systems engineering and universal human values. Responsive needs analysis based on real-time data, resilient backward-design strategies, and formulation processes that account for socio-technical dynamics are identified as absolute prerequisites for curriculum relevance. The study concludes that technology must be positioned as a support for human agency through a development model that integrates Total Quality Management (TQM) with principles of digital humanism. Practical implications underscore the critical need to strengthen teachers' capacity and autonomy as primary actors in curriculum formulation. This research provides a theoretical foundation for developing adaptive curriculum models that empower learners amid massive technological disruption.

Teachers' perceptions of media literacy in Junior High School Ahmad Fajar Fadlillah; Mohammad Ali; Asep Herry Hernawan; Cepi Riyana
Inovasi Kurikulum Vol. 20 No. 2 (2023): Inovasi Kurikulum, August 2023
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v20i2.61704

Guru memegang peranan penting dalam keberhasilan program literasi media di sekolah. Penelitian ini bertujuan untuk menganalisis persepsi guru saat ini terhadap kompetensi literasi media di sekolah menengah pertama di Jawa Barat, Indonesia. Metode penelitian deskriptif digunakan untuk mendeskripsikan dan merangkum data dengan menggunakan teknik statistik. Sampel berjumlah 381 responden yang diperoleh dengan menggunakan teknik purposive sampling. Pengumpulan data diperoleh dari kuesioner yang disebar melalui platform online. Hasilnya menganalisis persepsi guru saat ini mengenai pengetahuan, keterampilan, dan sikap mereka terhadap literasi media. Para guru memiliki pemahaman yang kuat tentang konsep ini, menyadari bahwa konsep ini melampaui konsep literasi tradisional yang mencakup membaca dan menulis. Keahliannya juga ditunjukkan dalam mengakses berbagai bentuk media. Namun, keterampilan media masih relatif lemah dalam bidang analisis isi dan integrasi ke dalam praktik mengajar karena guru kurang memiliki keterampilan yang diperlukan untuk secara efektif mengintegrasikan konsep ke dalam praktik mengajar mereka. Sikap yang sangat positif terhadap konsep ini, mengakui kemampuan membekali siswa dengan keterampilan abad ke-21 yang diperlukan untuk saat ini dan masa depan. Implikasi penelitian tersebut menggambarkan kondisi literasi mereka sebagai landasan dalam mengembangkan pendidikan literasi media.

Needs analysis on digital learning objects for university students Nadia Hanoum; Ahmad Fajar Fadlillah; Dadang Sukirman; Cepi Riyana
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.62688

Using Digital Learning Objects as learning resources is essential in blended learning. However, the availability is still limited, so there is a need to design and develop digital learning objects to help students meet learning objectives. This study identifies and analyzes students’ needs for Digital Learning Objects relevant to the course's characteristics. This study employs the descriptive survey method to provide a quantitative description of students’ preferences for different Digital Learning Objects. The data for this study was collected using a questionnaire distributed to 54 students as the sample. The results revealed that the Digital Learning Objects needed for the Audio Media course consisted of digital module (87 percent), video (79,6 percent), and animation (74,1 percent). As for the learning method, practicum (98 percent) and team-based project (81 percent) were preferable to discussion or presentation. It was also found that the digital module was more compatible with the majority of the materials covered in the course. Thus, developing Digital Learning Objects will include digital modules, instructional videos, and animation, which are expected to support students in a blended learning environment effectively. Abstrak Pemanfaatan Objek Pembelajaran Digital sebagai sumber belajar merupakan hal yang penting dalam blended learning, namun ketersediaannya masih terbatas oleh karena itu perlu dirancang dan dikembangkan Objek Pembelajaran Digital yang dapat memudahkan siswa dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kebutuhan mahasiswa terhadap Objek Pembelajaran Digital yang relevan dengan karakteristik mata kuliah yang diambilnya. Penelitian ini menggunakan metode survei deskriptif karena perlu memberikan gambaran kuantitatif tentang preferensi mahasiswa terhadap berbagai jenis Objek Pembelajaran Digital. Data penelitian ini dikumpulkan dengan menggunakan kuesioner yang dibagikan kepada 54 mahasiswa sebagai sampel. Hasil penelitian menunjukkan bahwa Objek Pembelajaran Digital yang dibutuhkan pada mata kuliah Media Audio terdiri dari modul digital (87 persen), video (79,6 persen), dan animasi (74,1 persen). Sedangkan untuk metode pembelajaran, praktikum (98 persen) dan proyek berbasis tim (81 persen) lebih diutamakan dibandingkan diskusi atau presentasi. Ditemukan juga bahwa modul digital lebih kompatibel dengan sebagian besar materi yang dibahas dalam kursus. Oleh karena itu, pengembangan Objek Pembelajaran Digital akan mencakup modul digital, video instruksional, dan animasi, yang diharapkan dapat secara efektif mendukung mahasiswa dalam lingkungan pembelajaran terpadu. Kata Kunci: blended learning; kursus media audio; objek pembelajaran digital

A Companion Textbook to Strengthen Teacher Competence and TPACK in Coding and Artificial Intelligence Education Cepi Riyana; Mirlanda Diaz Pratiwi; M. Ridwan Sutisna; Dadi Mulyadi; Mario Emilzoli; Ahmad Fajar Fadlillah
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 5 No. 2 (2026): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jentik.v5i2.771

Purpose of Study: Coding and Artificial Intelligence, known in Indonesia as Koding dan Kecerdasan Artifisial (KKA), has recently entered basic and secondary education, yet teachers must deliver it before adequate ready-to-use materials exist. This study developed a companion textbook (Buku Teks Pendamping) to strengthen the competence and technological pedagogical content knowledge (TPACK) of primary teachers in the subject.Methodology: The study applied Design and Development Research across four phases, namely analysis, design, development, and evaluation. The analysis drew on a readiness survey focusing on the primary subset of 1,209 students, teachers, and principals, together with a qualitative needs survey, and a single-group post-use try-out with thirty purposively selected primary teachers appraised the book. Because the try-out included no pre-test and no comparison group, the evaluation reports perceived rather than measured outcomes.Main Findings: Teachers showed strong conviction that the subject matters and positive self-efficacy, yet reported persistent shortfalls in standardized materials and uneven infrastructure, asking for structured books and pedagogy-focused training. Within respondents, the ratings formed a tested descending gradient from conviction to self-efficacy to material availability (all p ≤ .006), and a component analysis showed that school resourcing is judged on a dimension of its own. The resulting curriculum-aligned, scaffolded, and unplugged-friendly book was judged to be clear, relevant, and beneficial, and teachers reported high comprehension and confidence after using it, which indicates perceived practicality. Their open-ended answers nevertheless showed that difficulties with designing unplugged activities and with school infrastructure persisted.Novelty/Originality of This Study: The book is built for a newly mandated subject rather than an established one, maps every design feature explicitly onto the components of teacher knowledge, and treats unplugged inclusivity as a first-class principle, positioning a textbook as a catalyst for teacher competence.

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