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All Journal Seminar Nasional Hasil Penelitian LP2M UNM Information Technology Education Journal Jurnal Sipakatau
Ramadhan, Haekal Febriansyah
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Penerapan Model Pembelajaran Kooperatif Tipe Number Heads Together Dalam Pembelajaran PKN Untuk Meningkatkan Hasil Belajar Ramadhan, Haekal Febriansyah; Angriawan, Tri
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2024 : PROSIDING EDISI 9
Publisher : Seminar Nasional LP2M UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penerapan Model Pembelajaran Kooperatif tipe Number Heads Together dalam Pembelajaran Pendidikan Kewarganegaraan Untuk Meningkatkan Hasil Belajar. Rumusan masalah dalam penelitian ini adalah bagaimanakah penerapan model pembelajaran kooperatif tipe number heads together dapat meningkatkan hasil belajar mahasiswa pada mata pelajaran Pendidikan Kewarganegaraan. Tujuan penelitian ini yaitu penerapan model pembelaajran kooperatif tipe number heads together dalam pembelajaran Pendidikan Kewarganegaraan untuk meningkatkan hasil belajar. Pendekatan yang digunakan adalah pendekatan kualitatif dengan mengunakan jenis penelitian tindakan kelas yang meliputi tahap perencanaan, pelaksanaan, observasi dan refleksi. Fokus penelitian adalah penerapan model  pembelajaran kooperatif tipe number heads together dan hasil belajar mahasiswa. Subjek dalam penelitian ini adalah mahasiswa yang berjumlah  27 orang siswa, dengan rincian 22 laki-laki dan 5 perempuan. Pengumpulan data dilakukan melalui observasi, tes dan dokumentasi. Hasil penelitian menunjukan adanya peningkatan aktivitas belajar dan hasil belajar mahasiswa. Aktivitas belajar pada siklus 1 berada pada kategori kurang dan menjadi kategori baik baik pada siklus II. Hasil belajar mahasiswa pada siklus I berada pada kategori belum tuntas, sedangkan pada siklus II hasil belajar mahasiswa sudah meningkat dan berada pada kategori tuntas. Kesimpulan hasil penelitian yaitu dengan menerapkan model pembelajaran kooperatif pada mata kulia PKN  dapat meningkatkan hasil belajar mahasiswa. Kata kunci: Model Pembelajaran Kooperatif , number heads together, PKN, Hasil Belajar
EduTech Acceleration: Strengthening Teacher Competencies through AI-Based Learning Media Training Surianto, Dewi Fatmarani; Fajar B, Muhammad; Hasnining, Ayu; Risal, Andi Akram Nur; Ramadhan, Haekal Febriansyah
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Volume 3 Issue 1 December 2025: Jurnal Sipakatau
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v3i1.2552

Abstract

The rapid adoption of Generative Artificial Intelligence (GenAI) in education requires teachers to strengthen their competencies in producing accurate, ethical, and safe learning media. This community engagement program was conducted in a secondary education institution to enhance teachers’ AI literacy and ability to apply structured prompting using the CRISP-EDU framework. The training emphasized fact-checking, credible source attribution, bias mitigation, and student data protection principles. Evaluation results demonstrate improvements across all competency dimensions: understanding of CRISP-EDU fundamentals (+42%), AI licensing and ethics (+32%), classroom AI-related standard operating procedures and risk awareness (+26%), generative AI utilization (+15%), and practical application of CRISP-EDU (+23.66%). These findings indicate a shift in teachers’ roles from passive users to critical and ethical content curators capable of producing safe and contextually appropriate AI-based learning materials.
End-to-End Encryption Security Analysis on Telegram for User Message Protection Baso, Fadhlirrahman; Hasnining, Ayu; Ramadhan, Haekal Febriansyah; Nurani, Auralia Putri; Muhlis, Fadillah
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.9847

Abstract

This study systematically reviews the credibility of artificial intelligence (AI)–based authentic assessment in evaluating numeracy achievement among early-grade primary students. The growing use of AI in educational assessment—ranging from automated scoring to adaptive feedback—has raised questions regarding its validity, reliability, and fairness. Using a qualitative descriptive approach through a systematic literature review, this study synthesizes eighteen high-quality publications issued between 2020 and 2025 from major academic databases. Thematic analysis identifies three interrelated findings. First, algorithmic accuracy must be complemented by human validation to prevent bias and preserve contextual meaning. Second, collaboration between teachers and AI systems enhances interpretive credibility and fosters reflective learning practices. Third, integrating AI ethics and literacy within primary school curricula is essential to ensure fair and transparent assessment outcomes. The results indicate that credible AI-based evaluation depends not solely on computational precision but also on socially grounded interpretation supported by ethical and pedagogical principles. Theoretically, this study reinforces Vygotsky’s social constructivist perspective and the Assessment for Learning (AfL) paradigm, positioning AI as a cognitive scaffold that enables reflective interaction among students, teachers, and technology. Practically, it offers implications for educational policy in Indonesia’s Merdeka Curriculum, emphasizing teacher training, ethical guidelines, and algorithmic transparency to promote equitable digital learning ecosystems. This study uniquely integrates AI assessment credibility with the context of early numeracy, providing original insights and advancing theoretical discourse on ethical, human-centered, and contextually responsive digital assessment practices in primary education.
Co-Authors Andi Akram Nur Risal Ayu Hasnining Baso, Fadhlirrahman Dewi Fatmarani Surianto Muhammad Fajar B Muhlis, Fadillah Nurani, Auralia Putri