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All Journal Edutech Journal of Education Technology Curricula: Journal of Curriculum Development Jurnal Pengabdian Pada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia Finger : Jurnal Ilmiah Teknologi Pendidikan
Priandani, Ai Pemi
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TREN PENELITIAN HEUTAGOGI DI PENDIDIKAN TINGGI: SEBUAH ANALISIS BIBLIOMETRIK Hedar, Yusran; Tryono, F.X. Yudi; Ramadhon, Syafril; Priandani, Ai Pemi; Emilzoli, Mario
EDUTECH Vol 23, No 3 (2024)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v23i3.74885

Abstract

Higher education has undergone a significant transformation in recent decades due to technological developments, changing job market needs, and increased educational accessibility. Heutagogy, proposed by Stewart Hase and Chris Kenyon in 2000, emerged as an approach that prioritizes the independence and responsibility of learners in directing their learning process. This concept emphasizes learners as the main agent responsible for setting learning objectives, selecting resources, and evaluating learning outcomes. The main principles of heutagogy include independent learning, self-reflection, contextualization, and collaboration. In the digital era, heutagogy is increasingly relevant by utilizing online learning platforms, digital resources, and online collaboration tools. Research shows that heutagogy can improve learning motivation, student engagement, and the ability to apply knowledge in different contexts. This study uses bibliometric analysis to identify trends, key topics, and significant contributions to heutagogy literature in higher education and uncover existing research gaps.Dalam beberapa dekade terakhir, pendidikan tinggi mengalami transformasi signifikan akibat perkembangan teknologi, perubahan kebutuhan pasar kerja, dan peningkatan aksesibilitas pendidikan. Heutagogi, yang diusulkan oleh Stewart Hase dan Chris Kenyon pada tahun 2000, muncul sebagai pendekatan yang mengutamakan kemandirian dan tanggung jawab peserta didik dalam mengarahkan proses belajarnya sendiri. Konsep ini menekankan peserta didik sebagai agen utama yang bertanggung jawab untuk menetapkan tujuan pembelajaran, memilih sumber daya, dan mengevaluasi hasil belajar. Prinsip utama heutagogi mencakup belajar mandiri, refleksi diri, kontekstualisasi, dan kolaborasi. Dalam era digital, heutagogi semakin relevan dengan memanfaatkan platform pembelajaran daring, sumber daya digital, dan alat kolaborasi online. Penelitian ini menggunakan analisis bibliometrik untuk mengidentifikasi tren, topik utama, dan kontribusi signifikan dalam literatur heutagogi di pendidikan tinggi, serta mengungkap kesenjangan penelitian yang ada. Berdasarkan analisis yang dilakukan, penelitian ini menunjukkan bahwa heutagogi dapat meningkatkan motivasi belajar, keterlibatan mahasiswa, dan kemampuan untuk mengaplikasikan pengetahuan dalam konteks yang berbeda.
Menjembatani Kesenjangan Digital: Pentingnya Pelatihan Guru dalam Mengembangkan Konten Pembelajaran Digital Dewi, Laksmi; Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Hanoum, R. Nadia; Priandani, Ai Pemi; Gumelar, Muhammad Raffy Maulana; Suwandi, Metsa Fajrianti Kusumah
Jurnal Pengabdian Pada Masyarakat Vol 10 No 1 (2025): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v10i1.1122

Abstract

Program pengabdian masyarakat ini dilaksanakan di SMK Bina Cendekia Cirebon dengan tujuan utama meningkatkan kompetensi guru dalam pengembangan konten digital microlearning sebagai solusi untuk menjembatani kesenjangan digital di sektor pendidikan. Program ini melibatkan 42 guru yang mengikuti serangkaian pelatihan, dimulai dengan identifikasi kebutuhan melalui Focus Group Discussion (FGD), diikuti dengan pelatihan teknis, dan diakhiri dengan evaluasi hasil. Hasil FGD menunjukkan bahwa banyak guru masih kesulitan dalam mengintegrasikan teknologi digital ke dalam pembelajaran. Oleh karena itu, pelatihan difokuskan pada pengembangan keterampilan teknis dan desain instruksional yang diperlukan untuk menciptakan materi digital berkualitas tinggi. Evaluasi pasca-pelatihan menunjukkan bahwa guru dengan pengalaman mengajar 0-5 tahun memiliki tingkat pemahaman tertinggi terhadap materi pelatihan. Sementara itu, guru dengan pengalaman lebih dari lima tahun menunjukkan tingkat pemahaman yang lebih bervariasi, dengan sebagian memperoleh pemahaman yang tinggi, tetapi sebagian lainnya mengalami kesulitan dalam menyerap materi secara optimal. Selain itu, Guru Produktif Tata Busana menunjukkan pemahaman tertinggi berdasarkan jabatan, yang mengindikasikan bahwa spesialisasi tertentu lebih responsif terhadap pelatihan ini. Meskipun hasilnya positif, tantangan seperti perbedaan tingkat literasi digital dan keterbatasan infrastruktur tetap menjadi kendala. Secara keseluruhan, program ini berhasil meningkatkan kompetensi guru dalam pengembangan konten microlearning dan memberikan kontribusi signifikan dalam mengurangi kesenjangan digital di bidang pendidikan. This community service program is carried out at SMK Bina Cendekia Cirebon to improve teacher competence in developing digital micro-learning content, a solution to bridge the digital divide in the education sector. The program involved 42 teachers who participated in a series of trainings, starting with identifying needs through FGD, then technical training, and ending with evaluating the results. The results of the FGD show that many teachers still have difficulties integrating digital technology into learning. Therefore, the training is focused on developing the technical and instructional design skills necessary to create high-quality digital materials. ost- training evaluation revealed that teachers with 0-5 years of teaching experience demonstrated the highest level of comprehension of the training materials. Meanwhile, teachers with more than 5 years teaching experience exhibited more varied levels of understanding, with some achieving high comprehension while others faced challenges in fully grasping the material. In addition, Productive Teachers of Fashion showed the highest understanding based on position, which indicates that certain specialties are more responsive to this training. Despite the positive results, challenges such as differences in digital literacy levels and limited infrastructure remain obstacles. Overall, this program has succeeded in improving teachers' competence in microlearning content development and significantly contributing to reducing the digital divide in education.
Strategy to Improve Training Quality in PPSDM Migas: Approach to Educational Aspects, Facilities, and Services Hedar, Yusran; Emilzoli, Mario; Priandani, Ai Pemi; Abdullah, Mohd Lokman
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 4 No. 2 (2025): Finger : Jurnal Ilmiah Teknologi Pendidikan June 2025
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v4i2.385

Abstract

Background: Improving the quality of training delivery in the oil and gas sector is a strategic necessity in the face of global energy transition and technological disruption. As a technical training institution under the Ministry of Energy and Mineral Resources, PPSDM Migas must ensure that its training programs remain relevant, effective, and responsive to participants’ needs.Aims: This research aims to develop a strategic framework for enhancing training quality at PPSDM Migas through evaluative analysis across three core aspects: educational content, facilities, and services.Methods: An evaluative quantitative research design with qualitative support was employed, involving 1,539 training participants through total sampling. Data were collected using structured questionnaires assessed for validity through pilot testing. Analysis included descriptive statistics, gap analysis, SWOT mapping, and the PDCA model to formulate improvement strategies.Results: The findings revealed performance gaps in all aspects, particularly in facilities (gap = -3.35). The gap analysis and participant feedback identified specific weaknesses such as poor ICT infrastructure and lack of interactivity. SWOT analysis and PDCA were used to recommend targeted strategies including ICT upgrades, training material redesign, and service digitization.Conclusion: The resulting strategy framework supports continuous training improvement and reinforces PPSDM Migas's role as a future-ready institution. The research contributes to the literature on evaluation-based quality development and opens avenues for further research on adaptive training innovations in technical education.
The Role of Google Workspace in Facilitating Collaborative and Participatory Learning Higher Education Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Priandani, Ai Pemi
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.84112

Abstract

Digital era of education at all levels is required to adapt and utilize technology to improve the quality of learning. This study investigates the role of Google Workspace in facilitating collaborative and participatory learning among higher education students. The research is driven by the need to address challenges in traditional learning environments, which often lack opportunities for collaboration and active participation. Using a quantitative approach, data were collected from 88 students in Educational Technology program through a survey based on the Technology Acceptance Model (TAM). The study analyzed four key dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Using, and Behavioral Intention to Use. Results indicated that Google Workspace significantly enhances student collaboration and productivity, with high scores across all dimensions. The findings highlight the platform's potential to improve digital learning strategies and equip students with essential 21st-century skills. Future research should explore the long-term impact of Google Workspace on diverse educational settings and address potential implementation challenges.
Artificial Intelligence (AI) trends in higher education learning: Bibliometric analysis Priandani, Ai Pemi; Riyana, Cepi; Hernawan, Asep Herry; Dewi, Laksmi; Emilzoli, Mario; Rullyana, Gema
Curricula: Journal of Curriculum Development Vol 4, No 1 (2025): Curricula: Journal of Curriculum Development, June 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.86165

Abstract

The development of artificial intelligence (AI) technology has driven significant transformations in higher education. The integration of AI in learning offers the potential to increase the effectiveness, efficiency, and personalization of data-driven learning. This study aims to conduct a comprehensive bibliometric analysis of AI research trends in higher education learning, tracing publication patterns, source distribution, geographic distribution, and emerging themes in academic literature. The study uses a quantitative descriptive method with bibliometric analysis of Scopus publication data 2018–2023. The analysis was conducted using VOSviewer to map bibliographic relationships between publications, sources, authors, countries, and keywords. The results show that AI publications in higher education have increased rapidly, especially in 2023. The dominant themes are "artificial intelligence" and "higher education", with the latest trend towards "generative AI" and "ChatGPT". Publications appear in many interdisciplinary journals of social and computer sciences, with the United States, China, Australia, and the United Kingdom dominating research contributions. The findings provide a systematic overview of the development of AI research in higher education and serve as a strategic basis for educators, researchers, and policymakers in designing effective and sustainable AI integration in higher education. AbstrakPerkembangan teknologi kecerdasan buatan (AI) telah mendorong transformasi signifikan dalam pendidikan tinggi. Integrasi AI dalam pembelajaran menawarkan potensi peningkatan efektivitas, efisiensi, dan personalisasi pembelajaran berbasis data. Penelitian ini bertujuan melakukan analisis bibliometrik komprehensif terhadap tren penelitian AI dalam pembelajaran pendidikan tinggi, menelusuri pola publikasi, distribusi sumber, persebaran geografis, dan tema yang muncul dalam literatur akademik. Penelitian menggunakan metode deskriptif kuantitatif dengan analisis bibliometrik data publikasi Scopus 2018–2023. Analisis dilakukan menggunakan VOSviewer untuk memetakan hubungan bibliografis antara publikasi, sumber, penulis, negara, dan kata kunci. Hasil menunjukkan publikasi AI dalam pendidikan tinggi mengalami peningkatan pesat, terutama tahun 2023. Tema dominan adalah "artificial intelligence" dan "higher education", dengan tren terkini mengarah pada "generative AI" dan "ChatGPT". Publikasi banyak muncul di jurnal interdisipliner ilmu sosial dan komputer, dengan Amerika Serikat, Tiongkok, Australia, dan Inggris mendominasi kontribusi penelitian. Temuan memberikan gambaran sistematis perkembangan penelitian AI dalam pendidikan tinggi dan menjadi dasar strategis bagi pendidik, peneliti, dan pembuat kebijakan dalam merancang integrasi AI yang efektif dan berkelanjutan di perguruan tinggi.Kata Kunci: analisis bibliometrik; desain pembelajaran; kecerdasan buatan; pembelajaran; pendidikan tinggi
Enhancing Student Collaboration and Participation through Google Workspace in Higher Education Hernawan, Asep Herry; Emilzoli, Mario; Rullyana, Gema; Priandani, Ai Pemi; Saputra, Yori
IJOEM Indonesian Journal of E-learning and Multimedia Vol. 4 No. 1 (2025): Indonesian Journal of E-learning and Multimedia (January 2025)
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v4i1.359

Abstract

This study focuses on creating a collaborative-participatory digital learning design utilizing Google Workspace to enhance student interaction, collaboration, and participation in higher education. The research adopts the Design-Based Research (DBR) methodology, which includes three stages: analysis and exploration, design and construction, and evaluation and reflection. The study involved 50 lecturers from five universities, 25 students, two curriculum experts, and two educational technology experts. Data collection methods included questionnaires, focus group discussions (FGDs), and design trials. The resulting learning design incorporates Google Workspace features such as Google Docs, Google Slides, Google Forms, Google Meet, and Google Classroom to support learning objectives, content, strategies, and assessments. The findings reveal that this design significantly improves student engagement, fosters deeper collaboration, and facilitates more objective and efficient assessments. This research underscores the potential of optimizing Google Workspace to enhance the quality of learning and ensure that students’ skills are relevant to the evolving demands of the workforce and industry. The proposed design offers a scalable and practical model for advancing digital education in universities.
Co-Authors Abdullah, Mohd Lokman Asep Herry Hernawan Cepi Riyana, Cepi Emilzoli, Mario Gema Rullyana Gumelar, Muhammad Raffy Maulana Hedar, Yusran Laksmi Dewi, Laksmi R. Nadia Hanoum, R. Nadia Ramadhon, Syafril Rullyana, Gema Saputra, Yori Suwandi, Metsa Fajrianti Kusumah Tryono, F.X. Yudi