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All Journal DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora
Lukman Lukman
Institut Teknologi dan Kesehatan Permata Ilmu Maros
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Penggunaan Model Pembelajaran Concept Mapping Terhadap Hasil Belajar Siswa Sekolah Dasar Mila Karmila; Lukman Lukman; Wahyu Anugrah Manippi
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6 No 4 (2023): Desember
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i4.3289

Abstract

This research aims to determine the influence of the Concept Mapping model on the social studies learning outcomes of class V students at Inpres Batu Karaeng Elementary School, Bantaeng Regency. This research uses experimental and control classes. This investigation provides treatment in the form of concept outline procedures in VA lessons and regular learning in VB subjects. The method of collecting information in this research was carried out using procedures, tests and documentation. The research data were analyzed using graphic factual examination and inferential factual examination methods. From the investigation that occurred, it can be seen that in the control group 18 students completed independently, namely 4 students who met the minimum completion requirements (KKM) and 14 students who did not complete it, while for the experimental class there were 16 students who met the KKM 70 and 2 students who not totaled from 18 students. The results of the independent t-test obtained a value of 0.000, smaller than the stipulated value of 0.05, so it can be concluded that the concept map model has an effect on learning outcomes, even though the average learning broadcast has no impact on social studies learning outcomes.
Efektivitas Pembelajaran Digital Berbasis Artificial Intelligence (AI) dalam Mengembangkan Kemampuan Berpikir Kritis dan Literasi Digital Siswa Herwandi Sape; Lukman Lukman; Muh Ilham
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 1 (2025): JUNI 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to examine the effectiveness of artificial intelligence (AI)–based digital learning in developing the critical thinking skills and digital literacy of eighth grade students at SMAN 3 Maros. The research employed a quantitative approach using a quasi experimental nonequivalent control group pretest posttest design. The research sample consisted of 50 students, with 25 students from Class VIII C assigned to the experimental group and 25 students from Class VIII B assigned to the control group. The research instruments included a critical thinking skills test and a digital literacy assessment. Data were analyzed using descriptive statistical techniques. The results indicate that the experimental group experienced a greater improvement in critical thinking skills and digital literacy compared to the control group. The mean critical thinking score of the experimental group increased from 39.76 to 85.08, while the control group increased from 40.36 to 80.36. Similarly, the digital literacy score of the experimental group increased from 36.96 to 82.88, whereas the control group increased from 37.04 to 79.32. These findings confirm that AI based digital learning is effective in enhancing students’ reasoning quality and digital literacy in a more consistent and meaningful manner
Pengaruh Penerapan Pembelajaran Berbasis Artificial Intelligence (AI) terhadap Peningkatan Literasi Siswa SMP Lukman Lukman; Herwandi Sape; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 1 (2025): JUNI 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of implementing Artificial Intelligence (AI)-based learning on the improvement of literacy skills among eighth-grade students at SMP PGRI, Maros Regency, in the Indonesian language subject. The research employed a quantitative approach with an experimental method using a one-group pretest–posttest design. The research population consisted of all eighth-grade students, who were entirely included as the sample through a total sampling technique, totaling 32 students (17 females and 15 males). The research instrument was a literacy skills test administered before and after the AI-based learning intervention. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a paired sample t-test, and normalized gain (N-Gain) analysis. The results indicated a significant increase in students’ literacy scores from pretest to posttest. The normality test results confirmed that the data were normally distributed, thus meeting the assumptions for parametric analysis. The paired sample t-test revealed a significance value of p < 0.05, indicating a statistically significant effect of AI-based learning on students’ literacy skills. Furthermore, the N-Gain value fell within the moderate to high category, demonstrating the effectiveness of AI-based learning in optimizing the improvement of students’ literacy skills. It can be concluded that AI-based learning is effective in enhancing junior secondary school students’ literacy skills and has strong potential as an innovative instructional strategy to support educational transformation in the digital era.
Implementasi Pendekatan Pembelajaran Mendalam (Deep Learning) dalam Pembelajaran Digital untuk Meningkatkan Kemampuan Literasi Siswa Herwandi Sape; Lukman Lukman; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 2 (2025): DESEMBER 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of implementing the Deep Learning approach in digital learning on students’ mathematical literacy skills. The study employed a quantitative approach using a one-group experimental design with a one-group pretest–posttest model. The research subjects consisted of all eighth-grade students of SMA PGRI Tamalate, totaling 30 students. The learning process was conducted in mathematics instruction by applying the Deep Learning approach integrated into digital learning. The research instrument was a mathematical literacy test administered before and after the intervention. Data were analyzed using descriptive and inferential statistics. The prerequisite analysis was conducted through a normality test, while hypothesis testing employed a paired sample t-test. The results indicated an improvement in students’ mathematical literacy skills from a low category in the pretest to a high category in the posttest. The paired sample t-test results revealed a statistically significant difference between pretest and posttest scores, with a significance value of less than 0.05. The N-Gain value was classified as high, indicating that the implementation of the Deep Learning approach in digital learning was effective in improving students’ mathematical literacy skills.
Pemanfaatan Teknologi Artificial Intelligence (AI) dalam Digitalisasi Pembelajaran untuk Meningkatkan Literasi Digital Siswa Lukman Lukman; Herwandi Sape; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 2 (2025): DESEMBER 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of utilizing Artificial Intelligence (AI) technology in the digitalization of learning on improving the digital literacy of Grade X students in the Computer and Network Engineering (TKJ) program at SMK Maros. The research employed a quantitative approach with an experimental method using a pre-experimental design, specifically a one-group pretest–posttest design. The research population consisted of all Grade X TKJ students totaling 42 individuals, who were simultaneously used as the research sample through a saturated sampling technique. Data were collected through a digital literacy test and observations of the learning process. Quantitative data were analyzed using descriptive and inferential statistical techniques. The results indicate that the utilization of AI technology in digital learning has a significant effect on improving students’ digital literacy. This is evidenced by an increase in the mean digital literacy scores from the pretest to the posttest, as well as the results of the paired sample t-test, which showed a significance value of less than 0.05. In addition, observational findings revealed increased student engagement, participation, and positive attitudes during AI-based learning activities. Therefore, it can be concluded that AI-based digital learning is effective in enhancing students’ digital literacy and is relevant for implementation in schools to support students’ readiness in facing the challenges of the digital era.
Co-Authors Habiba Ulfahyana Herwandi Sape Mila Karmila Muh Ilham Wahyu Anugrah Manippi