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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Indonesian Journal of Instructional Media and Model Jurnal Evaluasi dan Pembelajaran Bima Abdi: Jurnal Pengabdian Masyarakat EduInovasi: Journal of Basic Educational Studies Journal of Education Research Indonesian Journal of Educational Development (IJED) Jurnal Profesi Pendidikan (JPP) Jurnal Indonesia Sosial Teknologi J-INSTECH: Journal of Instructional Technology Proceedings Series of Educational Studies International Journal of Educational Narratives
Susanti Sufyadi
Universitas Lambung Mangkurat
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pemanfaatan Media Short Video Learning untuk Mendukung Pembelajaran Metode Self-Paced Learning Sukmawati, Sukmawati; Sufyadi, Susanti; Utama, Agus Hadi; Mastur, Mastur
Journal of Education Research Vol. 5 No. 4 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i4.1935

Abstract

Media short video learning merupakan inovasi pembelajaran digital yang menawarkan konten singkat, mudah dipahami dan menarik. Short video efektif karena fokus pada pada satu topik secara ringkas sehingga memudahkan pemahaman, meningkatkan daya ingat, serta pengembangan keterampilan siswa. Tujuan dari penulisan ini adalah menjelaskan potensi dan manfaat media short video learning dalam mendukung pembelajaran, khususnya dalam konteks self-paced learning, di mana siswa mengendalikan waktu dan kecepatan belajar. Metode yang digunakan adalah studi literatur, yang datanya berasal dari artikel ilmiah, dan penelitian relevan. Hasil penulisan ini menunjukkan bahwa media short video learning meningkatkan efektivitas dan efisiensi pembelajaran, serta memungkinkan siswa untuk mengulang materi sesuai kebutuhan meraka, dalam pengembangan keterampilan metode Metode Self-Paced Learning. Kesimpulanya, media short video learning sangat signifikan dalam mendukung pembelajaran berbasis teknologi, memungkinkan siswa belajar secara mandiri, fleksibel, dan personal, sesuai kebutuhan. Potensinya menjadikan short video learning sebagai salah satu media yang relevan dan strategis dalam pembelajaran modern.
Artificial intelligence and its effects on critical thinking and problem-solving abilities in higher education Aprianto, Ide; Sofyan; Rahmawati, Sophia; Sufyadi, Susanti
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5030

Abstract

The urgency of this research lies in the need to critically examine how the integration of Artificial Intelligence, particularly ChatGPT, influences the development of higher-order cognitive skills, ensuring that technological advancement in higher education aligns with the goals of meaningful and reflective learning. This study aims to analyze the impact of Artificial Intelligence (AI), particularly ChatGPT, on the critical thinking and problem-solving abilities of students in the Department of Education at the Faculty of Teacher Training and Education, Jambi University. A quantitative method with an ex post facto approach was employed. The research involved 855 students from the Department of Education at Jambi University, with a sample of 207 respondents selected using purposive sampling based on their active use of ChatGPT for more than two months. Data were collected through a structured questionnaire and analyzed using SmartPLS version 4.0.9.9 to test the validity, reliability, and research hypotheses. The results reveal that the use of AI-based ChatGPT has a significant positive effect on both students' critical thinking and problem-solving skills, both individually and simultaneously. The study recommends that higher education institutions integrate AI tools like ChatGPT within reflective and guided learning frameworks to enhance students’ cognitive engagement and critical inquiry.
Kahoot Utilization! To Support Game-Based Learning Nor Ainah Rusliana; Susanti Sufyadi; Qomario Qomario
Jurnal Indonesia Sosial Teknologi Vol. 5 No. 10 (2024): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v5i10.7021

Abstract

The use of Kahoot in today's digital era is increasingly important in supporting an interactive and fun learning process. As a gamification-based learning platform, Kahoot allows educators to create quizzes and challenges that are accessible online, increasing student engagement and facilitating active learning. So this research aims to explain the use of Kahoot! to support Game-Based Learning. The method used in this study uses the SLR (Systematic Literature Review) method using the Preferred Reporting Items for Systematic Reviews and Meta-analyses method commonly called PRISMA. The results of the 11 articles used in this review literature show that activeness in the learning process makes learning interactive and interesting and becomes one of the learning media options for teachers. Conclusion After studying the use of Kahoot in ICE, interest arose in the potential of this platform in supporting learning through gamification. Kahoot creates interactive learning experiences with real-time quizzes and challenges, which increases student engagement. Research shows that the platform makes the learning atmosphere competitive and fun, and provides live evaluation for teacher feedback. Thus, Kahoot can motivate students and improve academic outcomes.
Integrating Generative AI within Deep Learning Frameworks to Transform Student Learning Dimensions: A Systematic Literature Review Susanti Sufyadi; Agus Hadi Utama; Adinda Sadilla; Muhammad Afriandy; Ahmad Syarif
Indonesian Journal of Instructional Media and Model Vol 8 No 1 (2026): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v8i1.8076

Abstract

The rapid advancement of Artificial Intelligence (AI) in education has increased the necessity of understanding its role in supporting learning processes. Most current studies focus on teacher performance or instructional efficiency, while the relationship between AI and the student learning model remains under-explored. This study aims to analyze how the utilization of AI supports student learning models and identifies specific AI technologies, applications, or platforms that optimize these models. Through a Systematic Literature Review (SLR) protocol tracking 392 initial records down to 25 final articles from Scopus and SINTA (2020-2025) databases, this study provides an explicit methodological framework mapping AI's interaction with student agency. Theoretically, it shifts the educational discourse from teacher performance to student-centered autonomy, while practically offering design strategies for implementing collaborative AI tools within deep learning environments. Through a SLR method, two primary findings emerged. First, AI technologies such as Intelligent Tutoring Systems (ITS) and Large Language Models (LLM) significantly influence indicators of aspirations, learning to learn capabilities, and interpersonal relationships. Second, AI-based learning environments facilitate a more adaptive, personalized, and student-centered learning model by simultaneously integrating cognitive, social, and motivational dimensions. These findings confirm that AI is not merely an automation tool but a collaborative partner that strengthens student learning autonomy.
Pendampingan Forum Guru Muhammadiyah Banjarbaru dalam Penguatan Kapasitas Guru melalui Integrasi Pembelajaran Berbasis Kecerdasan Artifisial Susanti Sufyadi; Sulistyo Rini; Lazaro Kumala Dewi; Wildan Tamami; Annida Zulfa
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i2.4117

Abstract

Pengabdian kepada masyarakat ini dilatarbelakangi oleh masih terbatasnya literasi digital dan kapasitas guru dalam mengintegrasikan kecerdasan artifisial (KA) ke dalam pembelajaran, meskipun kebijakan nasional telah mendorong implementasi koding dan KA di satuan pendidikan. Kondisi ini juga teridentifikasi pada Forum Guru Muhammadiyah (FGM) Kota Banjarbaru, di mana sebagian besar guru belum memiliki pengalaman pelatihan terkait KA. Kegiatan ini bertujuan untuk meningkatkan pengetahuan, keterampilan, dan kesiapan guru dalam merancang serta mengimplementasikan pembelajaran berbasis KA. Metode pelaksanaan menggunakan pendekatan siklus inkuiri yang meliputi tahap refleksi, perencanaan, implementasi, dan evaluasi, melalui kegiatan lokakarya, praktik terarah, penyusunan RPP berbasis KA, serta microteaching. Subjek kegiatan terdiri atas 32 guru, dengan pengukuran efektivitas menggunakan pretest–posttest, observasi, dan refleksi peserta. Hasil menunjukkan peningkatan signifikan, dengan rata-rata skor pengetahuan meningkat dari 50,94 menjadi 81,25, serta 100% peserta mengalami kenaikan minimal 20 poin. Produk yang dihasilkan meliputi empat RPP berbasis KA tervalidasi dan dua dokumen strategi implementasi KA di sekolah. Sebanyak 25 dari 32 guru mencapai kategori “baik” dalam keterampilan teknis penggunaan KA. Secara kualitatif, terjadi peningkatan pemahaman etika KA dan perubahan sikap dari kebingungan menuju kesiapan implementasi pembelajaran inovatif. Dengan demikian, program ini efektif dalam meningkatkan kapasitas guru secara komprehensif. Rekomendasi pengabdian selanjutnya meliputi penguatan model pendampingan berkelanjutan berbasis komunitas belajar, pengembangan kurikulum mikro berbasis KA, serta integrasi evaluasi dampak terhadap hasil belajar siswa untuk memastikan keberlanjutan implementasi di satuan pendidikan.
Teachers’ Lived Experiences and Readiness for Coding and AI Education: A Narrative Case Study from South Kalimantan Susanti Sufyadi; Sulistyo Rini; Lazaro Kumala Dewi; Adinda Sadilla; Muhammad Afriandy
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3511

Abstract

Background. The Indonesian government’s policy to introduce coding and artificial intelligence (AI) learning from primary to vocational education has raised critical questions about teacher readiness, particularly in regions outside Java where this dimension is still underexplored. Purpose. This study aims to: (1) map competency standards for teaching coding and AI; (2) analyze teachers competencies readiness; and (3) formulate contextual strategies for teacher capacity building. Method. Using a mixed method, this study involved six teachers from elementary, junior high, and vocational schools in South Kalimantan that have been appointed to implement coding and AI learning. Data were collected through in-depth interviews and questionnaires, then analyzed using the pattern matching analysis model of Vargas and the interactive model of Miles, Huberman, and Saldana. Results. Three key findings emerged: first, competency standards validated by experts. Second, teacher readiness was identified at an average of 74.24%, falling into the "ready" category, with the lowest achievement in professional competency at an average of 67.14%. Pattern matching analysis revealed two significant relationships: personal and social competency areas, which showed consistent correlations across all educational levels, drawing on interview data, indicating that teachers’ ethical motivation drives collaborative initiatives; and second, pedagogical and professional competency areas, which were identified as moving in tandem, indicating that subject matter mastery directly impacts the ability to design instruction. Based on this analysis, the third findings of this study yielded a three-stage teacher capacity development strategy: initial project-based training, ongoing development through professional learning communities, and ongoing mentoring. Conclusion. The primary contribution of this study lies in providing an empirically grounded and contextualized strategic framework for enhancing the capacity of coding and AI teachers also to the discourse on teacher readiness for digital transformation in education, particularly in underrepresented regions such as South Kalimantan
Co-Authors AA Sudharmawan, AA Adinda Sadilla Adinda Sadilla Afriandy, M Agus Salim Agus Salim Ahmad Syarif Amanda, Syaraya Annida Zulfa Aprianto, Ide Hamsi Mansur Jumadi Jumadi Kamilia Salsabila Kiki Fima Kartika Lazaro Kumala Dewi Maimunah, Maimunah Mastur Muhammad Afriandy Muhammad Afriandy Muhammad Assazili Muhammad Sirajul Huda Noor Aida Destya Nor Ainah Rusliana Nur Rahman Qomario Qomario Qomario Qomario Qomario Reza Maulana Rica Rahmah Rini, Sulistyo Rivaldi, Muhammad Sultan Ari Sadila, Adinda Sherly Merliana Az-Zahra Sofyan Sophia Rahmawati Sukmawati Sukmawati Sulistyo Rini Sulistyo Rini Utama, Agus Hadi Wildan Tamami