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All Journal International Journal of Educational Research Excellence (IJERE) Journal of Artificial Intelligence and Development Jurnal Sipakatau International Journal of Teaching and Learning (INJOTEL) Journal of Community Dedication Indonesian Journal of Education (INJOE)
Baso Intang Sappaile
Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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IMPROVING EDUCATIONAL INNOVATION THROUGH ARTIFICIAL INTELLIGENCE AND DIGITAL CONTENT DEVELOPMENT WORKSHOPS Baso Intang Sappaile; Norma Nasir; Ahmad Talib
JOURNAL OF COMMUNITY DEDICATION Vol. 6 No. 1 (2026): Journal of Community Dedication
Publisher : Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20897307

Abstract

This community service activity aims to increase the capacity of educators to utilize AI technology and develop innovative digital content that can be applied in educational environments. Through a literature review-based approach, this research identifies various concepts, models, strategies and best practices related to the implementation of AI in education and the development of digital content that supports 21st century learning. The method used is a literature review by collecting, analyzing and synthesizing various scientific sources in the form of journal articles, conference proceedings, academic books and relevant research reports. The results of the study show that AI-based training and workshops are able to improve participants' abilities in designing digital learning media, produce more personalized material, speed up the content creation process, and encourage student-centered learning innovation. In addition, the integration of AI in digital content development contributes to improving the quality of learning, student engagement, and the readiness of educational institutions to face digital transformation.
Enhancing Critical Thinking Skills in Mathematics Education: Integrating Problem-Based Learning in Seconday Schools Baso Intang Sappaile; Sayida Khoiratun Nisak; Ahmad Afandi; Sofiyatul Anshoriyah; Mardiati Mardiati
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1085

Abstract

Mathematics has an instrumental function in enhancing the quality of Indonesian citizens. However, as science and technology progress and the digital age intensifies, it has become imperative to modify the mathematical learning paradigm to align it with the demands of the 21st century. The research objectives were to ascertain the following: The study sought to answer three research questions(1) the difference in the improvement of mathematical critical thinking ability of students who are given problem-based learning with students who are given direct learning; (2) the interaction of learning with initial mathematics ability on the improvement of students' mathematical critical thinking ability; (3) the difference in the improvement of learning independence of students who are given problem-based learning with students who are given direct learning. The findings of the study can be summarized as follows: (1) students who received problem-based learning exhibited a greater improvement in their mathematical critical thinking abilities than those who received direct learning; (2) there was no interaction between learning and initial mathematical ability on the improvement of mathematical critical thinking abilities; (3) students who received problem-based learning demonstrated a greater improvement in their learning independence than those who received direct learning.
Digital Literacy and Teacher Readiness in Post-Pandemic Primary Education: A Structural Equation Modeling Approach Baso Intang Sappaile; Wahyu; Muh. Safar; Arief Setyo Nugroho; Arum Putri Rahayu; Sumarni Rumfot
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.2066

Abstract

The abrupt transition to remote learning during the COVID-19 pandemic exposed critical gaps in primary teachers’ digital literacy and pedagogical readiness. While substantial quantitative research has measured these constructs, the intricate mechanisms through which digital literacy components shape teacher readiness remain underexplored from an interpretive perspective. This study employed a qualitative grounded theory design to construct a structural model delineating the relationships among digital literacy dimensions and readiness constructs in Indonesian post-pandemic primary education. Data were collected through semi-structured interviews with 32 purposively sampled primary school teachers, 14 classroom observations, and analysis of school digital policy documents across six public and private schools in West Java. Constant comparative analysis, encompassing open, axial, and selective coding, generated a substantive theory comprising five core digital literacy categories—technological proficiency, information evaluation, digital content creation, cyber-safety awareness, and collaborative digital communication—and three readiness dimensions—cognitive preparedness, affective commitment, and pedagogical agility. The emergent structural model posits that technological proficiency and cyber-safety awareness serve as foundational enablers; digital content creation acts as a central mediator; collaborative communication amplifies pedagogical agility; and information evaluation moderates the translation of skills into cognitive preparedness. The model reveals virtuous and vicious cycles, where insufficient cyber-safety awareness suppresses content creation, undermining overall readiness. The findings offer a contextually grounded, testable framework for future confirmatory studies using structural equation modeling, and provide actionable insights for teacher professional development policy in Indonesia’s decentralized education system
The Role of Artificial Intelligence in the Development of Digital Era Educational Progress Baso Intang Sappaile; Arnes Yuli Vandika; Much Deiniatur; Nuridayanti Nuridayanti; Opan Arifudin
Journal of Artificial Intelligence and Development Vol. 1 No. 02 (2024): Journal of Artificial Intelligence and Development
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jaid.v3i1.297

Abstract

In recent years, the transformative impact of artificial intelligence (AI) on educational progress in the digital era has been revealed. This research aims to explain how AI can revolutionize the educational landscape, driving inclusivity, equality, and innovation. This research method uses a qualitative approach and a multilateral approach which includes theoretical analysis and empirical findings. This research explains the role of AI in personalized learning, accessibility, educator empowerment, and ethical considerations. These findings reveal the potential for AI to enhance the learning experience by providing customized content, encouraging inclusivity through flexible learning modalities, and empowering educators with actionable insights. However, ethical issues such as data privacy and algorithmic bias require careful consideration. The study concludes with recommendations for future research, advocating further exploration of the efficacy of AI in addressing specific educational challenges and interdisciplinary collaboration to inform the responsible integration of AI in education, ultimately paving the way for a more equitable and innovative educational landscape in the digital world. era.
The Impact of Differentiated Instruction on Students' Critical Thinking Skills in Secondary Science Classrooms: A Quasi-Experimental Study Baso Intang Sappaile; Bahmid Hasbullah; Wahdah; Kaso Mustamin; Dodi Sukmayadi; Ramlan
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.2084

Abstract

Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints
Co-Authors Ahmad Afandi Ahmad TALIB Akhmad Ramli Arief Setyo Nugroho Arnes Yuli Vandika Arum Putri Rahayu Bahmid Hasbullah Dodi Sukmayadi Duddy Arisandi Franklin Stevan Dahoklory Gamar Al Haddar Hadi Prayitno Hilya Wildana Sofia Julita Tuamely Kaso Mustamin Lapas Zoni Loso Judijanto Mardiati Mardiati Much Deiniatur Muh. Safar Nasir, Norma Nuridayanti Nuridayanti Opan Arifudin panglipur, indah rahayu Ramlan Retno Dewi Prisusanti Saputri, Dwi Yuniasih Sayida Khoiratun Nisak Sofiyatul Anshoriyah Sumarni Rumfot Vandan Wiliyanti Wahdah Wahyu Wahyu Mustajab Windra