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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Justek : Jurnal Sains Dan Teknologi Pedagogik Journal of Islamic Elementary School EDUKATIF : JURNAL ILMU PENDIDIKAN Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Evaluasi dan Pembelajaran Hanoman Journal: Physical Education and Sport Bima Abdi: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Journal of Artificial Intelligence and Digital Business Priviet Social Sciences Journal Advances In Education Journal
Abdul Rahman
Universitas Lambung Mangkurat
Religion Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Peran Dosen Sebagai Korektor dalam Model Human-in-the-Loop (HITL) untuk Meningkatkan Akurasi Evaluasi Pembelajaran Berbasis Artificial Intelligence Abdul Rahman; Brezto Asagi Dewantara
Advances In Education Journal Vol. 2 No. 1 (2025): Advances In Education Journal (Agustus)
Publisher : Yayasan Al-Afif

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Abstract

Artificial Intelligence (AI)-based learning evaluation is efficient but lacks nuance and risks bias, and the integration of lecturer assessments into the system remains unclear. This study aims to systematically review Human-in-the-Loop (HITL) models to map lecturer roles and measure the impact of their interventions. The study used a literature review of Google Scholar, IEEE, ACM Digital Library, Scopus, dan ERIC databases (2016–2025) with empirical inclusion criteria; 15 studies were analyzed. The results show that while AI improves evaluation efficiency, three lecturer roles initiator, supervisor, and facilitator generally do not directly improve model accuracy. Conversely, the corrector role, which utilizes lecturer feedback for retraining, has the greatest potential for accuracy improvement, but empirical evidence remains limited. Therefore, a shift from simply “Human-in-the-Loop” to a structured feedback mechanism based on Intelligence Augmentation that enables lecturers to contribute to the continuous improvement of Artificial Intelligence models is needed.
Construction and Validation of the Artificial Intelligence Disclaimer Literacy Scale Instrument (AI-DLS) Abdul Rahman; Azlena Vira Safitri; Lazaro Kumala Dewi
Justek : Jurnal Sains dan Teknologi Vol 9, No 2 (2026): June
Publisher : Unversitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/justek.v9i2.37803

Abstract

The use of Generative Artificial Intelligence (GenAI) in higher education poses epistemic risks, including information hallucinations, limited accuracy, and content bias. Although AI developers include disclaimers as a risk mitigation measure, the effectiveness of this mechanism is often hampered by the phenomenon of warning fatigue, so it does not always encourage user evaluative behavior. This study aims to develop and validate the Artificial Intelligence Disclaimer Literacy Scale as a psychometric instrument to measure students' awareness, understanding, attitudes, and critical evaluation of AI disclaimers. The study employed a quantitative psychometric development design divided into five stages: literature review, indicator formulation, instrument item development, empirical testing, and statistical validation. The instrument was tested on 165 students at the Faculty of Teacher Training and Education. Data analysis included item validity testing using corrected item–total correlation, reliability testing using Cronbach's Alpha, and Exploratory Factor Analysis (EFA) using the Principal Component Analysis (PCA) method with Varimax rotation to test construct validity. The results showed that the AI-DLS instrument, consisting of 30 statement items, was proven valid and reliable. All items had a correlation value ≥ 0.30, with excellent reliability across all four dimensions (Cronbach's Alpha = 0.828 - 0.937). The EFA results showed a Kaiser–Meyer–Olkin (KMO) value of 0.932 and a factor structure capable of explaining 66.89% of the total variance. These findings indicate that the AI-DLS has strong psychometric qualities and is suitable for use as a diagnostic instrument to map students' epistemic readiness to interact with Artificial Intelligence systems critically and responsibly.
Enhancing Teachers' Digital competency through Participatory LMS Training for Junior High School Teachers Abdul Rahman; Brezto Asagi Dewantara; Lazaro Kumala Dewi
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.113957

Abstract

The digital competency gap among teachers is a crucial barrier to integrating technology into learning and represents a real challenge for junior high school teachers, as technology proficiency remains uneven. This study aimed to examine the effectiveness of a participatory Learning Management System (LMS) training program designed to improve the digital competency of 28 teachers at State Junior High School (SMPN 24) in Banjarmasin City. This study used a one-group pre-test–post-test design. The Shapiro–Wilk normality test confirmed that the data were normally distributed (p > 0.05); therefore, a paired samples t-test was used to measure the impact of the intervention. The results showed a highly significant increase in teacher competency scores from before the training (mean = 75.00, SD = 13.264) to after the training (mean = 89.82, SD = 7.134), with a p-value (p < 0.001), indicating a statistically significant improvement in teachers’ digital competency after participating in the LMS training program. These findings demonstrate that a participatory training approach effectively improves teachers’ digital competency and can serve as a strategic model for professional development in the digital era.
Efektivitas Strategi Difusi Inovasi Rogers dalam Meningkatkan Penerimaan Pendidik terhadap E-Learning di Sekolah Dasar Abdul Rahman; Febrita Sari Purba Girsang; Lisana Lisana; Rizqya Anis Syahra
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 2 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i2.7455

Abstract

Penerimaan inovasi e-learning oleh pendidik menjadi tantangan krusial dalam transformasi digital di sekolah dasar. Penelitian ini bertujuan untuk menganalisis efektivitas strategi difusi inovasi Rogers dalam meningkatkan penerimaan pendidik terhadap e-learning galeri ilmu. Penelitian ini menggunakan metode kualitatif dengan desain studi kasus tunggal di SDN Mawar 2 Banjarmasin. Sampel penelitian terdiri dari para pendidik kelas 5 dan 6, dengan data yang dikumpulkan melalui observasi partisipatif, demonstrasi e-learning galeri ilmu, dan wawancara semistruktur. Temuan penelitian menunjukkan bahwa strategi difusi yang terencana efektif dalam menciptakan tingkat penerimaan yang tinggi dan meminimalkan resistensi dari pendidik. Keberhasilan ini didorong oleh persepsi positif terhadap lima atribut inovasi (keunggulan relatif, kesesuaian, kompleksitas rendah, keteramatan, dan kemampuan uji coba) yang secara langsung meningkatkan persepsi kegunaan (perceived usefulness) dan kemudahan penggunaan (perceived ease of use) e-learning tersebut. Implikasi dari penelitian ini adalah bahwa resistensi terhadap teknologi bersifat situasional dan dapat diatasi melalui pendekatan strategis yang berpusat pada pengguna.
Co-Authors Alfarisa, Fitri Amelia Puspita Sari Andi Mariono Arsyad, M. Ziyan Takhqiqi Arta Mulya Budi Harsono Azlena Vira Safitri Brezto Asagi Dewantara Eka Cahya Sari Putra Febrita Sari Purba Girsang Fitri Nur Mahmudah Lazaro Kumala Dewi Lisana Lisana Nurmahmudah, Fitri Qomario Qomario Rio Rini, Sulistyo Rizqya Anis Syahra Siti Masitoh Takhqiqi Arsyad, M. Ziyan Tamami, Wildan Utama, Agus Hadi