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All Journal Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Journal of Information Systems and Technology Research JUMPA : Jurnal Manajemen Pendidikan
Vorfi Lama, Alma
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Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences

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The Game-Changing Impact of AI Chatbots on Education ChatGPT and Beyond Vasudevan, Asokan; Vorfi Lama, Alma; Sain, Zohaib Hassan
Journal of Information Systems and Technology Research Vol. 3 No. 1 (2024): January 2024
Publisher : Ali Institute or Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/jistr.v3i1.770

Abstract

ChatGPT, an AI-driven chatbot, delivers coherent and valuable responses by analysing extensive data sets. This article explores the profound impact of ChatGPT on contemporary education, as discussed by prominent academics, scientists, distinguished researchers, and engineers. The study delves into ChatGPT's capabilities, its application in the education sector, and the identification of potential concerns and challenges. Initial assessments reveal variations in ChatGPT's performance across diverse subjects, including finance, coding, mathematics, and general public queries. While ChatGPT can assist educators by generating instructional content, providing suggestions, serving as an online educator for learners, answering questions and revolutionising education through smartphones and IoT devices, it has shortcomings. These include the risk of generating inaccurate or false information and evading plagiarism detection systems, a critical concern for maintaining originality. The commonly reported "hallucinations" in Generative AI, which applies to ChatGPT, also limit its utility in situations where precision is paramount. A notable deficiency in ChatGPT is the absence of a stochastic measure to facilitate authentic and empathetic communication with users. The article suggests that educational institutions' academic regulations and evaluation practices should be updated if ChatGPT is integrated into the educational toolkit. To effectively navigate the transformative effects of ChatGPT in the learning environment, it is imperative to educate teachers and students about its capabilities and limitations.
Rethinking Pedagogy in the Digital Age: Analyzing the Effectiveness of E-Learning Strategies in Higher Education Sain, Zohaib Hassan; Baskara, Risang; Vorfi Lama, Alma
Journal of Information Systems and Technology Research Vol. 3 No. 1 (2024): January 2024
Publisher : Ali Institute or Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/jistr.v3i1.772

Abstract

This paper delves into the multifaceted challenges posed by the intersection of infrastructure, education, and technology integration in the context of enriching the learning experience. Rather than displacing educators, technology is positioned as a valuable tool to augment learning, necessitating a nuanced approach. Universities are confronted with the complexities of E-Learning, prompting the adaptation of course structures to accommodate diverse educational needs. Consequently, educators adjust teaching styles, leading to heightened workloads that demand proactive management. The impact of E-Learning extends beyond individual classrooms, challenging traditional university frameworks and compelling institutions to reconsider physical facilities and lecture-centric methodologies. Anticipated benefits of E-Learning must be balanced with a thorough evaluation of its implications. Despite the widespread adoption of technology, some implementations need to be more actively engaging learners, functioning more as content repositories than dynamic learning environments. This underscores the importance of establishing a robust pedagogical foundation when embracing E-Learning, ensuring that technology aligns with, rather than supersedes, student progress and engagement objectives.
Principal Leadership Strategies for Enhancing Student Self-Confidence Through Assembly Programs Ainul Yaqin, Muhammad; Fadilah, Nurul; Vorfi Lama, Alma
At-Tarbiyat Vol 8 No 1 (2025): Islamic Education (In Press)
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v8i1.1485

Abstract

This research aims to analyze the principal's strategy in implementing the Assembly program to increase students' self-confidence at Bhakti Pertiwi Middle School. The Assembly Program functions as a forum for students to practice public speaking, grow courage, and build self-confident character. However, the implementation of this program still faces various obstacles, such as minimal student participation and lack of support from the school environment. The research method used is a descriptive qualitative approach with data collection techniques through interviews, observation and documentation. Research subjects included school principals, teachers and students involved in the Majlis program. Data were analyzed using data reduction techniques, data presentation, and drawing conclusions. The research results show that the principal's strategy in optimizing the Majlis program includes preparing supportive school policies, providing motivation to students, involving teachers as facilitators, and creating a conducive environment. This program has proven to be effective in increasing students' self-confidence, especially through an experience-based and habituation approach. The implications of this research emphasize the importance of school principal leadership in designing innovative and sustainable strategies to build student character. These findings can be a reference for other schools in implementing similar programs to improve the quality of education.
Optimizing Resources in the Implementation of Internal Quality Assurance Systems: An Exploratory Study in Islamic Educational Institutions Barus, Nispi Ani; Vorfi Lama, Alma
JUMPA : Jurnal Manajemen Pendidikan Vol 5, No 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v5i2.8895

Abstract

This study focuses on the implementation of the Internal Quality Assurance System (SPMI) in Islamic Education Institutions (LPI) and aims to identify the main challenges faced as well as the key factors that can improve the effectiveness of SPMI implementation in these institutions. The research method used is qualitative with a case study approach, where data is collected through in-depth interviews, participatory observations, and document analysis from two LPIs in Yogyakarta. The results show that the gap between SPMI implementation policies and practices in LPI is mostly due to limited resources and low commitment from stakeholders. In addition, strong leadership and continuous support have proven to be important factors in building a sustainable quality culture. The implications of this study emphasize the need for a more holistic management strategy and adequate resource support to ensure that SPMI can function as an effective tool in improving the quality of education in LPI.
Co-Authors Barus, Nispi Ani Baskara, Risang Ida Ayu Putu Sri Widnyani Nurul Fadilah, Nurul Sain, Zohaib Hassan Vasudevan, Asokan