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Angelina, Widya
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Education

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Kepraktisan Bahan Ajar Mata Kuliah Bahasa dan Sastra Daerah Berbasis Literasi Digital Bagi Mahasiswa Universitas PGRI Silampari Satinem, Satinem; Juwati, Juwati; Angelina, Widya; Gabriella, Maria
JURNAL PERSPEKTIF PENDIDIKAN Vol 18 No 2 (2024): Jurnal Perspektif Pendidikan
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jpp.v18i2.3384

Abstract

Tujuan penelitian ini yaitu untuk mendeskripsikan uji kepraktisan bahan ajar hasil pengembangan. Metode penelitian yang digunakan adalah metode deskriptif kualitatif yang merupakan bagian dari penelitian pengembangan dengan desain model pengembangan Dick and Carey. Dengan demikian artikel ini khusus membahas bagian implementasi sebagai lanjutan dari tahap pengembangan yaitu uji kepraktisan bahan ajar. Uji kepraktisan bahan ajar dilakukan dengan menggunakan angket kepraktisan bahan ajar yang ditinjau dari tiga aspek yaitu kemudahan penggunaan, kemenarikan sajian, dan kebermanfaatan bagi pengguna. Subjek penelitian adalah mahasiswa semester III Prodi Pendidikan Bahasa dan Sastra Indonesia yang mengambil konsentrasi mata kuliah bahasa dan sastra daerah. Hasil dan pembahasan menunjukan bahwa dari hasil rekapitulasi pada saat uji kepraktisan dari uji one to one didapat hasil berjumlah 82,66% masuk kategori sangat praktis. Sementara uji small group didapat 84,57% masuk kategori sangat praktis. Dengan demikian bahan ajar hasil pengembangan sangat praktis digunakan oleh mahasiswa dan dosen mata kuliah bahasa dan sastra daerah.
AI in Education and Online Learning - Educational Leadership for Human-Centred Digital and Artificial Intelligence Transformation Sianipar, Ardin; Angelina, Widya; Hutagalung, Aldo
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.114675

Abstract

This study presents a systematic literature review (SLR) guided by the PRISMA 2020 protocol to synthesize the role of educational leadership in driving digital transformation and the adoption of artificial intelligence (AI) toward human-centered development in both traditional and open and distributed learning (ODL) environments. Drawing on 15 peer-reviewed studies (2018–2024), the findings reveal that leadership serves as a pivotal mediator between technological innovation and equitable educational outcomes. Three thematic pathways emerged: (1) leadership competence for AI integration, which determines institutional readiness and ethical governance; (2) human capacity building, where teacher digital literacy and pedagogical redesign translate technology into meaningful learning; and (3) ethical and inclusive AI practices that safeguard transparency, fairness, and accessibility. The study advances a Human-Centred AI Leadership Framework that integrates four domains—educational leadership, digital transformation, AI integration, and human development—within ODL ecosystems. Conceptually, it extends transformational and distributed leadership theories to socio-technical and ethical dimensions. In practice, it provides policy guidance for embedding AI governance, teacher professional development, and equity-driven digital strategies within national and institutional systems. The review highlights that the future of AI in education hinges not on automation but on leadership that combines technology with humanity.
Co-Authors Gabriella, Maria Hutagalung, Aldo Juwati Satinem Sianipar, Ardin