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All Journal International Journal Education and Computer Studies Design Journal
Raihani, Ayu
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Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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The Influence of Internet Access Availability on Student Participation in Online Learning in Aceh Province Raihani, Ayu; Mahliati
International Journal Education and Computer Studies (IJECS) Vol. 4 No. 3 (2024): NOVEMBER 2024
Publisher : Lembaga KITA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/ijecs.v4i3.2655

Abstract

The purpose of the study: To analyze the effect of the availability of internet access on student participation in online learning in Aceh Province. The quantitative method was utilized, and data were collected using a survey method on 400 high school students in different provinces. Internet access availability, according to the findings of the analysis, has a significant positive effect on student participation in online learning (p <0.05). In this case a beta (β1) value of 0.65 implies that for every one unit increase in internet access availability, the model predicts a 0.65 unit increase in student participation. The R² = 0.42 means that the availability of internet access accounts for 42% of the variation in student participation. Moreover, students who are using internet greater than 10 Mbps participated more on comparison to students on internet between 1-10 Mbps or below 1 Mbps. This research further emphasizes the role of parental encouragement and schools' preparedness in determining student participation. The results point to the need for more initiatives to scale up internet access and speed in Aceh Province, particularly in rural and isolated regions, to support more equitable education outcomes. The results of this study are expected to be useful for policy makers in formulating policies and programs to improve internet access and quality of education in Aceh.Index Terms—Internet Access, Quality of Education, Aceh
A Hybrid “Probabilistic Scaffold” Model for Enhancing Reading Literacy, Numeracy, and AI Literacy among Indonesian Primary School Students Yusmaneli, Yusmaneli; Fathurrahmad, Fathurrahmad; Raihani, Ayu
Design Journal Vol. 3 No. 2 (2025): July
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh (YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/dj.v3i2.320

Abstract

This design study develops a structured pedagogical framework positioning generative AI as a verification-dependent learning support for Indonesian 4th-5th grade students. The framework implements a sequential process (Prompt → Verify → Diagnose → Revise → Reflect → Transfer) bounded by ethical guidelines and local cultural contexts. The research addresses student bypassing of initial reasoning, absence of age-appropriate AI literacy assessment, digital access disparities, insufficient verification practices, and potential erosion of academic integrity. Using a quasi-experimental design (n≈200 across 4 schools; 12 weeks), the study compares an AI-integrated curriculum with conventional instruction, controlling for pre-test performance, socioeconomic indicators, and gender. The intervention balances AI-mediated learning (25-35%) with analog activities (65-75%) to preserve direct cognitive engagement. Assessment instruments include reading comprehension measures, contextual mathematics problems, a four-dimensional AI literacy rubric, interaction logs, classroom observations, motivation scales, and verification records. Anticipated outcomes include normalized learning gains of 0.35-0.45 in reading and 0.30-0.40 in mathematics; advancement to Level 3 AI literacy; reduction in AI dependence from 60% to 35-40%; increased higher-order questioning; and equitable outcomes across settings through offline resource distribution. The theoretical framework proposes that prompt quality influences learning outcomes through verification practices, metacognitive awareness, and ethical understanding. Implementation challenges include novelty effects, variable teacher adherence, technology access inconsistencies, and ethical standards application. The research aims to shift elementary AI education from answer retrieval toward evidence-based inquiry with ethical awareness.
Co-Authors Fathurrahmad, Fathurrahmad Mahliati Yusmaneli, Yusmaneli