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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Artificial Intelligence and Digital Business
Andika, Caca
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Computer Science & IT Economics, Econometrics & Finance Electrical & Electronics Engineering Engineering Other

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AI Sebagai Asisten Pembelajaran: Bagaimana Teknologi Membantu Personalisasi Pendidikan Untuk Setiap Siswa Hamida, Elis; Andika, Caca; Aroma, Nellys; Hadevi, Meza; 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.v4i2.1669

Abstract

Artikel ini membahas peran Artificial Intelligence (AI) dalam pendidikan personalisasi. Teknologi AI dapat menganalisis gaya belajar siswa, memberikan umpan balik real-time, dan menyesuaikan kurikulum untuk memenuhi kebutuhan individu. Platform pembelajaran adaptif dan sistem tutor cerdas adalah contoh alat AI yang dapat mendukung pendidikan personalisasi. AI juga dapat membantu siswa dengan kebutuhan khusus dengan meningkatkan aksesibilitas dan memberikan dukungan personal. Implementasi AI dalam pendidikan dapat meningkatkan hasil belajar dan meningkatkan keterlibatan siswa. Artikel ini menyoroti potensi AI untuk merevolusi pendidikan dengan menyediakan pengalaman belajar personal untuk setiap siswa. Pendidikan personalisasi merupakan suatu pendekatan pendidikan yang berfokus pada kebutuhan individu siswa. Teknologi Artificial Intelligence (AI) dapat memainkan peran penting dalam pendidikan personalisasi dengan menganalisis gaya belajar siswa, memberikan umpan balik real-time, dan menyesuaikan kurikulum untuk memenuhi kebutuhan individu. Platform pembelajaran adaptif dan sistem tutor cerdas adalah contoh alat AI yang dapat mendukung pendidikan personalisasi. AI juga dapat membantu siswa dengan kebutuhan khusus dengan meningkatkan aksesibilitas dan memberikan dukungan personal. Dengan demikian, implementasi AI dalam pendidikan dapat meningkatkan hasil belajar dan meningkatkan keterlibatan siswa. Artikel ini akan membahas peran AI dalam pendidikan personalisasi dan potensinya untuk merevolusi pendidikan dengan menyediakan pengalaman belajar personal untuk setiap siswa.  
MODEL PROBLEM BASED LEARNING BERBANTUAN CISCO PACKET TRACER UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KETERAMPILAN LITERASI DIGITAL SISWA DI SMKN 9 BENGKULU UTARA Andika, Caca; Hidayat, Tomi; Fitriani, Apriza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51017

Abstract

This study aimed to determine the differences in the effects of the Problem-Based Learning model assisted by Cisco Packet Tracer (PBL-CPT), Problem-Based Learning (PBL), and conventional learning on students’ cognitive learning outcomes and digital literacy skills at SMK Negeri 9 Bengkulu Utara. This research employed a quasi-experimental method using a pre-test and post-test control group design. The sample consisted of three tenth-grade classes, including two experimental classes that applied the Problem-Based Learning model assisted by Cisco Packet Tracer (PBL-CPT) and the Problem-Based Learning (PBL) model, as well as one control class that used the conventional learning model. Data collection was conducted using multiple-choice and essay tests to measure cognitive learning outcomes, and questionnaires to assess students’ digital literacy skills. The data were analyzed using the One-Way ANOVA test. The results showed that there were significant differences in cognitive learning outcomes and digital literacy skills among students taught using the Problem-Based Learning model assisted by Cisco Packet Tracer (PBL-CPT), the Problem-Based Learning (PBL) model, and the conventional learning model. Furthermore, the Problem-Based Learning model assisted by Cisco Packet Tracer (PBL-CPT) was found to be more effective in improving students’ cognitive learning outcomes and digital literacy skills.
PERAN PENDIDIKAN BAHASA ARAB TERHADAP KEMAMPUAN BERBAHASA SISWA: KAJIAN KEPUSTAKAAN Amalia, Filsa; Nuraeni, Indri; Syahra, Adila; Agustina; M. Haikal; Andika, Caca; Kamus
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58561

Abstract

Arabic language education plays an important role in improving students’ language skills; however, the learning process in Indonesia still faces several challenges, including limited learning methods, low student motivation, and inadequate opportunities for language practice. These issues affect students’ ability to master language skills effectively. Therefore, this study aims to analyze the role of Arabic language education in improving students’ language skills through language competency development, vocabulary mastery, and factors influencing the learning process. This study employed a qualitative approach using a library research method. Data were collected and analyzed from 17 journal articles published between 2016–2025 that were relevant to the research topic. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Thefindings indicate that Arabic language education contributes significantly to improving students’ language skills through the development of four language competencies, namely listening, speaking, reading, and writing skills. Furthermore, vocabulary mastery (mufradat) was found to have a positive influence on students’ language abilities. Supporting factors such as innovative teaching methods, teacher competence, and a conducive learning environment also contribute to enhancing students’ language development. Therefore, Arabic language education should be designed effectively and student-centered to optimize students’ language skills.
Co-Authors Agustina Amalia, Filsa Aroma, Nellys Fitriani, Apriza Hadevi, Meza Hamida, Elis Kamus M. Haikal Nuraeni, Indri Rifa'i, Rifa'i Syahra, Adila Tomi Hidayat, Tomi