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All Journal Linguistica Journal of Education and Learning Sciences
NIKOLAUS PASSASUNG
UNIVERSITAS SULAWESI TENGGARA
Arts Humanities Education Languange, Linguistic, Communication & Media

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LITERATURE REVIEW ON ARTIFICIAL INTELLIGENCE (AI) INTEGRATION INTO HIGHER EDUCATION TEACHING AND LEARNING: A CHALLENGE OR OPPORTUNITY? JUVRIANTO CHRISSUNDAY JAKOB; NIKOLAUS PASSASUNG
LINGUISTICA Vol 13, No 3 (2024): JULI 2024
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v13i3.62117

Abstract

Technological advancements have significantly transformed various facets of human existence, including the realm of education. An important transformation that has taken place is the rise of artificial intelligence, which has become an essential component of the educational process, particularly among students in higher education. The primary objective of this essay is to examine the comprehension of artificial intelligence and the potential hazards it poses within the realm of education. The methodology employed involves doing a comprehensive literature review by examining pertinent scholarly articles, books and researches. The data that was gathered was subjected to analysis in order to examine the effects of dependence on artificial intelligence in the field of education. The study was conducted at Ambon State Polytechnic, where the findings indicated the presence of various risks linked to the utilisation of artificial intelligence in the field of education. These risks encompassed the possibility of errors and inaccuracies within artificial intelligence systems, ethical concerns, and psychological ramifications. This article additionally presents a number of strategies for the prudent utilisation of artificial intelligence in order to mitigate these potential hazards. The primary objective of this article is to enhance comprehension regarding the utilisation of artificial intelligence in the field of education, while also providing recommendations on effectively managing potential hazards that may emerge.
The Relationship Between Teachers' Pedagogical Competence And Fifth-Grade Students' Learning Motivation Fela Fela; Nikolaus Passasung; Kasmawati Kasmawati
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.422

Abstract

This study was motivated by the important role of teachers' pedagogical competence in supporting students' learning motivation at the elementary-school level. The study aimed to examine the relationship between teachers' pedagogical competence and the learning motivation of fifth-grade students at SD Negeri 12 Konda. A quantitative correlational design was employed, involving all 29 fifth-grade students selected through total population sampling. Data were collected using two 20-item Likert-scale questionnaires measuring teachers' pedagogical competence (X) and students' learning motivation (Y). Both instruments demonstrated satisfactory validity, with calculated r values ranging from 0.558 to 0.846, exceeding the critical r value of 0.374, and high reliability, with Cronbach's alpha coefficients of 0.956 for the pedagogical competence instrument and 0.955 for the learning motivation instrument. The data were analyzed using the Shapiro–Wilk normality test, linearity test, and Pearson product-moment correlation in IBM SPSS Statistics. The results showed that both variables were normally distributed, with significance values of 0.087 for teachers' pedagogical competence and 0.126 for students' learning motivation, both exceeding 0.05. The Pearson correlation analysis revealed a very strong, positive, and statistically significant relationship between teachers' pedagogical competence and students' learning motivation (r = 0.998; p < 0.001). The coefficient of determination (R² = 0.996) indicated that 99.6% of the variance in students' learning motivation was statistically associated with variation in teachers' pedagogical competence, while the remaining 0.4% was related to other factors outside the scope of the study. These findings indicate that higher levels of teachers' pedagogical competence are strongly associated with higher levels of learning motivation among fifth-grade students.
Co-Authors Fela Fela Jakob, Juvrianto Chrissunday Kasmawati Kasmawati