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All Journal Journal of Research in Social Science and Humanities Journal of Artificial Intelligence and Digital Business Indonesian Journal of Innovation Multidisipliner Research Indonesian Journal of Innovation Multidisipliner Research
Christiana, Yona
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Constructivist Philosophy in the Context of Merdeka Belajar Hamida, Elis; Thoha, M.; Christiana, Yona; Andika, Caca
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): March
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.304

Abstract

This research aims to analyze the application of constructivism philosophy in the context of Freedom of Learning in Indonesia. The specific issue raised is how constructivism philosophy can help students build their own knowledge through experience and interaction with the environment. The proposal given is to apply learning methods that are based on experience and interaction, such as project methods and discussion methods. The research method used is a qualitative method with data collection techniques through interviews and observation. The research results show that the application of constructivism philosophy can help students build their own knowledge, increase learning motivation, and develop critical thinking skills. Apart from that, this research also found that the application of constructivism philosophy can help students develop effective collaboration and communication skills. The philosophy of constructivism can be a strong foundation for implementing the concept of Freedom of Learning in Indonesia. This research can contribute to the development of more effective and efficient educational theory and practice. The results of this research can also be used as a reference for developing curricula and educational programs that are more appropriate to student needs. In the context of education in Indonesia, this research has broad implications. By applying the philosophy of constructivism, education in Indonesia can become more relevant and effective in preparing students to face the challenges of the 21st century. Therefore, this research can be a reference for educators, curriculum developers and educational policy makers to advance education in Indonesia.
Kolaborasi Manusia-Mesin Dalam Pendidikan: Strategi Guru Beradaptasi Dengan Teknologi AI Hadi, Janes Kurnia; Latifah, Haniyatul; Fuadi, Diyoba Azhar; Fauzan, Fauzan; Christiana, Yona; Hidayat, Tomi; Rifa’i, Rifa’i
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 2 (2025): Mei - Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i2.1583

Abstract

Perkembangan teknologi kecerdasan buatan (Artificial Intelligence/AI) telah menghadirkan peluang dan tantangan baru dalam ekosistem pendidikan, termasuk di Indonesia. AI tidak hanya berfungsi sebagai alat bantu, tetapi juga menjadi mitra kolaboratif dalam proses pembelajaran, mendukung personalisasi materi, analisis capaian belajar, serta penyediaan umpan balik secara adaptif. Penelitian ini bertujuan untuk menganalisis strategi guru dalam beradaptasi dengan teknologi AI dalam konteks kolaborasi manusia-mesin di pendidikan. Metode yang digunakan adalah studi pustaka (library research) dengan telaah literatur lima tahun terakhir (2020–2025), meliputi artikel jurnal nasional dan internasional, prosiding, serta laporan penelitian yang relevan dengan tema kolaborasi manusia-mesin dalam pendidikan. Hasil kajian menunjukkan bahwa kolaborasi manusia-AI dalam pendidikan bukan untuk menggantikan peran guru, melainkan untuk mendukung pendidik dalam menciptakan pembelajaran yang lebih adaptif dan bermakna. Guru berperan sebagai fasilitator dan penjamin nilai kemanusiaan, sementara AI membantu aspek teknis, analitis, dan personalisasi belajar. Pengembangan literasi AI dan pelatihan teknologi bagi guru menjadi kunci kesiapan pendidik dalam menghadapi transformasi digital, dengan pembangunan mindset growth sebagai fondasi adaptasi guru. Penelitian ini merekomendasikan perlunya kebijakan pendidikan yang mendukung integrasi AI secara bertanggung jawab, serta penyediaan ekosistem pembelajaran berbasis teknologi yang humanis dan adaptif. Kolaborasi manusia-mesin yang efektif akan membantu meningkatkan kualitas pembelajaran sekaligus menjaga nilai-nilai kemanusiaan dalam pendidikan di era digital.
Constructivist Philosophy in the Context of Merdeka Belajar Hamida, Elis; Thoha, M.; Christiana, Yona; Andika, Caca
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): March
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.304

Abstract

This research aims to analyze the application of constructivism philosophy in the context of Freedom of Learning in Indonesia. The specific issue raised is how constructivism philosophy can help students build their own knowledge through experience and interaction with the environment. The proposal given is to apply learning methods that are based on experience and interaction, such as project methods and discussion methods. The research method used is a qualitative method with data collection techniques through interviews and observation. The research results show that the application of constructivism philosophy can help students build their own knowledge, increase learning motivation, and develop critical thinking skills. Apart from that, this research also found that the application of constructivism philosophy can help students develop effective collaboration and communication skills. The philosophy of constructivism can be a strong foundation for implementing the concept of Freedom of Learning in Indonesia. This research can contribute to the development of more effective and efficient educational theory and practice. The results of this research can also be used as a reference for developing curricula and educational programs that are more appropriate to student needs. In the context of education in Indonesia, this research has broad implications. By applying the philosophy of constructivism, education in Indonesia can become more relevant and effective in preparing students to face the challenges of the 21st century. Therefore, this research can be a reference for educators, curriculum developers and educational policy makers to advance education in Indonesia.
Analisis Kemampuan Berpikir Reflektif Matematis Siswa Kelas VII pada Materi Aljabar Christiana, Yona; Asmara, Adi
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.4804

Abstract

Kemampuan berpikir reflektif matematis merupakan keterampilan esensial dalam pembelajaran matematika abad ke-21, karena berkaitan dengan kemampuan siswa meninjau kembali proses berpikir, menilai strategi yang digunakan, dan memperbaiki kesalahan konsep yang muncul. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir reflektif matematis siswa kelas VII pada materi aljabar melalui pendekatan library research. Metode penelitian kepustakaan dipilih untuk menelaah secara komprehensif literatur ilmiah, termasuk buku teks matematika SMP, jurnal nasional dan internasional, modul pembelajaran, serta dokumen kebijakan pendidikan terkait Kurikulum Merdeka dan asesmen HOTS. Analisis data dilakukan dengan content analysis yang mencakup reduksi, pengelompokan, dan interpretasi data, serta triangulasi sumber untuk memastikan validitas dan reliabilitas informasi. Hasil kajian menunjukkan bahwa kemampuan berpikir reflektif siswa masih bervariasi dan umumnya rendah, ditandai dengan kecenderungan fokus pada penyelesaian cepat, minim refleksi terhadap langkah penyelesaian, dan kesulitan dalam memahami konsep abstrak aljabar. Faktor penghambat utama meliputi dominasi guru dalam pembelajaran, kurangnya latihan soal non-rutin, keterbatasan media pembelajaran, dan minimnya kesempatan melakukan refleksi eksplisit. Model pembelajaran yang mendukung kemampuan reflektif, seperti reflective inquiry, guided inquiry, problem-based learning, dan self-assessment berbasis rubrik, terbukti efektif meningkatkan kualitas berpikir reflektif dan pemahaman konsep aljabar. Penelitian ini menekankan pentingnya integrasi refleksi dalam pembelajaran, pengembangan perangkat interaktif, serta peran guru sebagai fasilitator, guna membangun pemahaman matematis yang lebih mendalam dan menyiapkan siswa menghadapi tantangan materi tingkat lanjut.
Development of a Contextual-Based Mathematics Learning Module to Improve Mathematical Literacy of Seventh-Grade Students at State Junior High School 05 Bengkulu City Christiana, Yona; Asmara, Adi; Milla, Hilyati
Journal of Research in Social Science and Humanities Vol 6, No 1 (2026): March 2026
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v6i1.558

Abstract

        This study aimed to develop a contextual-based mathematics learning module on algebra material to improve the mathematical literacy of seventh-grade students at SMP Negeri 05 Bengkulu City. The study was motivated by the low level of Indonesian students’ mathematical literacy as reported by the Organisation for Economic Co-operation and Development through the Programme for International Student Assessment (PISA) 2022, which indicates that most students are still below the minimum competency level. Preliminary observations at the research site also revealed that mathematics learning tends to focus on procedural exercises and abstract problems, with limited connection to students’ real-life contexts. This research employed a Research and Development (RD) approach using the ADDIE model, which consists of the stages of Analyze, Design, Develop, Implement, and Evaluate. The limited trial subjects involved 29 seventh-grade students and one mathematics teacher. The research instruments included expert validation sheets for material and media, practicality questionnaires for students and teachers, and a mathematical literacy test based on PISA indicators. The results indicated that the developed module met the criteria of high validity, with an average material validation score of 3.50 (very good category), media validation score of 3.025 (good category), and language validation score of 3.86 (very good category). The practicality of the module based on students’ responses obtained an average score of 3.14 (interesting category), while the teacher’s response reached 3.65 (very feasible category). The use of the module improved students’ learning mastery, reaching more than 90%, indicating that the module is valid and practical for use in mathematics learning.
Co-Authors Andika, Caca Asmara, Adi Fauzan . Fuadi, Diyoba Azhar Hadi, Janes Kurnia Hamida, Elis Hilyati Milla Latifah, Haniyatul Rifa’i, Rifa’i Thoha, M. Tomi Hidayat, Tomi